UC-NRLF 


LA 

^ 
A3 


GIFT  OF 


Report 


of  the 


TEMPORARY    EDUCATIONAL 
COMMISSION 


to  the 


Governor  and  Legislature 


of  the 


State  of  North  Dakota 


Provided  under 
Chapter  9,  Session  Laws  1911 


DECEMBER,  1912 


TABLE  OF  CONTENTS  J 

Part  A.     Report 

I.  Introductory 

1.  The  Basis  of  the  Report 

2.  What  has  been  done 

3.  The  Work  of  the  Commission 

II.  The  North  Dakota  Educational  System 

1.  Normal  Schools 

2.  Industrial  Schools 

3.  Agricultural  College 

4.  University 

5.  Department  of  Public  Instruction 

III.  What  a  State  Educational  System  should  be 

IV.  General  Principles 
V.  Conclusions 

Part  B.     Appendix 

I.  The  Basis  of  Institutional  Organization 

1.  Constitutional  Provisions 

2.  Statutory  Provisions 

II.  Scope  of  Institutions 

1.  The  University  of  North  Dakota 

2.  The  Agricultural  College 

3.  The  Normal  Schools 

4.  The  Industrial  Schools 

III.  Financial  Statements 

1.  General 

2.  Specific  Statements 

3.  Statistical  Tables 

IV.  Views  of  Authorities 

1.  Definitions 

2.  Control  and  Government 


LETTER  OF  TRANSMITTAL 

DECEMBER  27,  1912. 

To  the  Governor  and  Members  of  the  Legislature, 
GENTLEMEN  : 

In  acordance  with  Chapter  9,  of  the  Session  Laws  of  1911,  I 
am  transmitting  to  you  in  printed  form  the  report  of  the  Temporary 
Educational  Commission.  .  The  report  consists  of  Part  A,  in  which 
are  included  the  findings  of  the  Commission,  and  Part  B  consisting 
of  the  views  of  educators,  statistical  tables,  and  data  bearing  upon 
the  questions  before  the  Commission, 

Respectfully  submitted, 

FRANK  L.  McVEY, 

Chairman. 
GEORGE  A.  MCFARLAND, 

Secretary. 


PART  A 
REPORT  OF  THE  COMMISSION 


REPORT 

of  the 
TEMPORARY  EDUCATIONAL  COMMISSION 

I.     INTRODUCTORY 

1.  The  Basis  of  the  Educational  Commission 

Senate  Bill  No.  285,  Chapter  9,  of  the  Session  Laws,  introduced 
by  Hon.  E.  J.  Davis,  in  the  last  session  of  the  legislature,  provides 
for  the  creation  of  a  temporary  Educational  Commission.  Its  pur- 
pose is : 

(a)  The  study  of  the  educational  system,  both  in  the  United 
States  and  elsewhere. 

(b)  With  a  view  to  the  presentation  of  a  report  which  will 
form  the  basis  for  the  unifying  and  systematizing  of  the  educational 
system  of  this  state,  and  thereby  provide  for  the  removal  of  un- 
necessary duplication  of  courses  in  the  institutions  of  the  state,  as 
well  as  to  suggest  such  legislation  as  will  tend  to  prevent  any  un- 
seemly competition  among  the  institutions  for  appropriations. 

(c)  A  study  of  the  several  secondary  schools  and  higher  in- 
stitutions of  learning: 

(d)  And  the  Department  of  Public  Instruction. 

(e)  The  preparation  of  a  proposed  bill  embodying  the  recom- 
mendations. 

The  Commission  consists  of  Frank  L.  McVey,  President  of 
the  University;  John  H.  Worst,  President  of  the  Agricultural  Col- 
lege; George  A.  McFarland,  President  of  the  State  Normal  School 
at  Valley  City ;  E.  J.  Taylor,  Superintendent  of  Public  Instruction ; 
U.  L.  Burdick,  Lieutenant  Governor;  J.  M.  Hanley,  Speaker  of 
the  House  of  Representatives ;  and  one  other  member,  George  T. 
Webb,  of  Merricourt,  appointed  by  the  Governor. 

The  Commission  was  given  $1000  with  which  to  pay  travelling 
expenses,  clerical  work  and  printing. 

2.  What  Has  Been  Done 

The  Commission  was  organized  in  December,  1911,  and  has 
held  during  the  past  year  ten  meetings.  These  meetings  took  place 
at  Grand  Forks,  Fargo  and  Valley  City.  During  the  summer  of 
1912  questionaires  were  sent  to  many  of  the  leading  educators  in 
the  United  States  and  a  great  deal  of  material  was  collected,  in 
addition  to  that  relating  to  the  different  institutions  of  the  state. 
At  three  of  the  meetings  opportunity  was  given  those  who  desired 
to  express  their  views  upon  the  educational  situation  in  the  state 


to  do  so.  President  Smith  of  the  Academy  of  Science  at  Wahpeton, 
President  Kings  ford  of  the  Ellendale  Normal  and  Industrial  School, 
President  Hillyer  of  the  Mayville  Normal  School,  Professor  Gillette 
of  the  University,  Professor  Weeks  of  the  Agricultural  College, 
and  ex-Superintendent  Stockwell,  among  others,  were  heard.  From 
a  study  of  these  views  and  the  material  and  reports  collected,  the 
Commission  has  attempted  to  formulate  a  statement  of  its  con- 
clusions. 

3.     The  Work  of  the  Commission 

The  work  of  the  Commission,  however,  has  been  limited:  first 
by  the  fact  that  the  membership  of  the  Commission  consists  of  men 
already  burdened  with  duties ;  and  second,  by  the  fact  that  the 
amount  of  money  allowed  for  the  conduct  of  the  work  was  not 
sufficient  to  admit  of  the  employment  of  educational  experts  to 
make  an  investigation  of  a  number  of  phases  of  the  educational 
system  which  the  Commission  has  not  touched  upon.  The  statistics 
presented  in  the  appendix  of  this  report  have  not  been  tested  by 
specific  examination  of  books  and  registrars'  reports  in  the  different 
institutions,  and  therefore  show  only  the  general  situation. 

II.     THE  NORTH  DAKOTA  EDUCATIONAL  SYSTEM 

The  educational  system  of  North  Dakota  consists  of  the 
usual  three  divisions  of  elementary,  secondary  and  Jiigher  learn- 
ing. The  elementary  division  is  governed  by  local  boards  of  educa- 
tion and  a  superintendent,  with  general  supervision  from  county 
authorities  and  the  State  Superintendent  of  Public  Instruction. 
The  secondary  schools  are  under  the  direction  of  local  boards  of 
education,  the  superintendents  of  such  schools  and  the  High  School 
Board.  The  higher  institutions  of  learning  are  under  the  govern- 
ment of  a  president  and  faculty,  with  the  control  resting  in  boards 
of  trustees  appointed  by  the  governor.  There  are  eight  state  edu- 
cational institutions  other  than  the  School  for  the  Blind,  the  School 
for  the  Feeble-minded,  the  School  for  the  Deaf  and  Dumb  and  the 
Reform  School.  The  attitude  of  the  state  toward  these  last  named 
institutions  should  be  to  regard  them  as  quasi-educational  institu- 
tions, and  in  order  to  maintain  this  view  the  Commission  is  of  the 
opinion  that  a  Board  of  Visitors  should  be  created  to  inspect  and 
report  to  the  Governor,  Legislature  and  Board  of  Control  from 
time  to  time  upon  the  educational  progress  made  by  them.  These 
eight  educational  institutions  mentioned  above  may  be  grouped  in 
four  divisions : 

(a)  The   Normal  Schools,    consisting  of   the    State   Normal 
Schools  at  Valley  City,  Mayville  and  Minot. 

(b)  The  Industrial  Schools,  this  term,  for  want  of  a  better 
one,  being  used  to  designate  the  three  schools  which  have  an  indus- 
trial purpose.    They  consist  of  the  Manual  Training  and  Industrial 

8 


School  at  Ellendale,  the  Academy  of  Science  at  Wahpeton,  and  the 
School  of  Forestry  at  Bottineau. 

(c)  The  Agricultural  College. 

(d)  The  University. 

An  examination  of  the  situation  shows  that  the  Normal  Schools 
are,  within  the  scope  of  the  law,  performing  the  functions  with 
which  they  are  charged.  The  Industrial  Schools  as  defined  above 
present  the  most  difficult  problems  before  the  Commission  in  that 
their  scope  and  purpose  as  well  as  their  coordination  with  the  edu- 
cational system  is  least  defined  and  satisfactory.  There  exist  at 
Ellendale  and  Wahpeton  two  schools  carrying  largely  the  same 
line  of  work,  excepting  that  the  school  at  Ellendale  has  placed  some 
emphasis  upon  the  preparation  of  teachers  of  manual  training  and 
domestic  science.  In  each  of  these  schools  the  attendance  is  largely 
local,  and  at  Ellendale  in  particular,  the  school  has  been  recognized 
as  filling  the  place  of  the  local  high  school.  This  is  not  the  function 
of  a  state-supported  school,  consequently  definite  courses  of  study 
confined  within  specific  limits  should  be  inaugurated.  The  purpose  of 
the  school  at  Bottineau  is  indefinite.  The  larger  number  of  students 
enrolled  are  engaged  in  the  study  of  commercial  subjects.  The  in- 
tent of  the  law  was  to  emphasize  horticulture,  forestry,  and  agri- 
culture, and  while  there  are  courses  of  study  offered  in  these  sub- 
jects, the  intent  and  purpose  of  the  school  is  not  definitely  pointed 
in  this  direction. 

The  Agricultural  College  carries  on  a  variety  of  functions, 
giving  several  courses  of  instruction  in  agriculture,  general  science-, 
including  chemistry  and  biology,  chemical,  civil,  mechanical  and 
electrical  engineering,  domestic  science,  veterinary  science  and 
pharmacy,  and  directing  under  its  agency  the  work  of  agricultural 
experimental  stations  and  the  analytical  and  police  regulations  re- 
lating to  the  enforcement  of  the  pure  food  laws.  A  comparison 
of  the  courses  offered  by  the  Agricultural  College  and  the  University 
shows  that,  with  the  exception  of  a  number  of  courses  in  engineer- 
ing, there  is  but  little  duplication  of  instruction  by  the  two  institu- 
tions. (See  pp.  25-28  of  this  report).  The  Agricultural  College  in 
the  conduct  of  these  engineering  courses  should  and  supposedly 
does  place  emphasis  upon  the  industrial  rather  than  the  professional 
side  of  them. 

The  University  maintains  six  colleges:  namely,  Liberal  Arts, 
Mechanical  and  Electrical  Engineering,  Mining  Engineering,  Edu- 
cation, Medicine,  Law  and  in  addition  an  Extension  Division,  the 
State  Public  Health  Laboratory,  the  Mining  Sub-Station  at  Hebron 
and  the  Biological  Station  at  Devils  Lake. 

The  purpose  of  the  University  is  to  afford  the  ultimate  train- 
ing of  the  youth  of  the  state  for  the  various  scientific  callings  which 
require  an  extensive  scientific  training  based  upon  adequate  liberal 
preparation,  with  the  exception  of  those  connected  with  Agriculture, 
including  applied  chemistry  and  biology,  domestic  science,  and 


veterinary  science.  It  prepares  for  the  learned  professions  includ- 
ing teaching,  engineering,  chemistry,  physics,  geology,  etc.,  besides 
banking,  insurance  and  business.  The  fundamentals  which  it  em- 
phasizes are  adequate  preparation  and  scientific  expansion  as  a 
basis  of  study.  It  recognizes  that  it  is  exceedingly  important  for 
the  welfare  of  the  country  that  the  members  of  the  so-called  learned 
professions  shall  be  adequately  rather  than  poorly  trained. 

With  the  emphasis  placed  upon  the  industrial  side  of  engineer- 
ing by  the  Agricultural  College  and  upon  the  professional  side  by 
the  University,  there  is  little  probability  of  interference  or  even 
of  duplication  in  the  work  done  by  the  two  institutions,  especially 
if  it  is  clearly  understood  that  the  University  is  to  carry  on  the 
graduate  work  which  counts  towards  the  Master  of  Arts  and 
Doctor's  Degrees  and  grant  all  professional  degrees  with  the  excep- 
tion of  the  degree  of  Doctor  of  Veterinary  Science.  The  investi- 
gation of  the  Commission  goes  to  show  that  the  conditions  existing 
in  North  Dakota  at  the  present  time  relative  to  the  matter  of 
duplication  and  rivalry  are  not  serious.  The  problem,  however,  is 
not  what  will  happen  to-day  or  to-morrow,  but  what  will  be  the 
situation  twenty-five  years  from  now,  and  it  is  to  this  purpose  that 
it  is  desirable  that  there  shall  be  a  clear-cut  distinction  between  the 
functions  of  the  different  educational  institutions  of  the  state. 

The  Department  of  Public  Instruction,  as  at  present  organized 
under  the  law,  has  little  authority  over  the  educational  situation  in 
the  state  and  cannot  exercise  much  influence  for  unity  and  coordina- 
tion. The  time  of  the  f  Superintendent  of  Public  Instruction  is 
taken  in  attendance  upon  numerous  boards  of  which  he  is  an  ex- 
officio  member,  with  a  resultant  breaking  up  of  any  continuous 
policy  in  the  management  of  his  department.  Without  question 
he  should  have  the  benefit  of  an  advisory  board  composed  of  men 
who  understand  the  educational  system,  and  who  might  in  addition 
take  over  some  of  the  functions  that  are  now  scattered  among  the 
various  boards  created  by  the  state  legislature.  This  would  be  a 
step  toward  singleness  of  purpose  that  might  be  extremely  helpful 
and  beneficial  in  the  administration  of  the  educational  system  of  the 
state. 

III.     WHAT  A  STATE  SYSTEM  O*F  EDUCATION 
SHOULD  BE 

In  a  letter  to  the  Educational  Commission,  Dr.  K.  C.  Babcock, 
the  Specialist  in  Higher  Education  of  the  United  States  Bureau  of 
Education  has  set  forth  the  following,  which  is  quoted  in  full  for 
the  purpose  of  making  clear  the  various  divisions  and  relations 
in  an  educational  system: 

Bureau  of  Education 

Department  of  the  Interior 

Washington,  D.  C. 

This  discussion  of  "a  state  system  of  education  ideally  out- 

10 


lined  and  operated"  assumes  (i)  that  such  system  should  have 
the  functions  of  its  different  parts  so  distributed  as  to  insure  unity, 
harmony,  economy  and  efficiency;  (2)  that  its  higher  education  has 
well  developed  and  coordinated  elementary  and  secondary  schools 
as  a  basis,  with  differentiation  of  secondary  schools  to  meet  the 
varying  local  needs  for  vocational  instruction  in  agriculture,  com- 
merce, and  industrial  arts ;  ( 3 )  that  the  three  groups  of  higher 
schools  should  admit  only  those  students  who  have  completed  the 
course  of  one  of  the  secondary  schools.  From  present  indications 
the  vocational  schools  of  elementary  or  secondary  grade,  even  those 
of  agriculture,  will  at  an  early  day  be  distributed  rather  than  cen- 
tralized as  a  part  of  a  single  agricultural  college. 


The  function  of  the  state  university  should  be  (i)  to  give 
standard  liberalizing  courses  in  arts  and  sciences,  covering  four 
years  and  leading  to  a  bachelor's  degree;  (2)  to  give  engineering 
and  technological  courses,  including  agriculture,  unless  the  state  has 
a  separate  agricultural  college,  covering  four  or  five  years  and  lead- 
ing to  a  bachelor's  degree  \r^  some  applied  science ;  in  case  of  separa- 
tion of  the  agricultural  college  and  the  university,  possibly  a  civil 
engineering  course  should  be  developed  at  the  agricultural  college; 
(3)  to  organize  professional  schools  or  some  definite  portion  of  a 
prescribed  professional  course,  such  professional  work  to  have  as 
its  ultimate  basis  the  first  two  years  of  the  liberal  arts  or  general 
science  courses;  (4)  to  develop  a  graduate  school  offering  courses 
primarily  for  holders  of  bachelors'  degrees  and  leading  to  the  de- 
grees of  master  and  doctor,  where  the  requirements  of  the  common- 
wealth constitute  a  sufficient  demand  and  the  resources  of  the  state 
will  permit;  (5)  to  develop  a  department  of  extramural  relations 
for  reaching  with  information  and  inspiration  persons  whose  age 
and  occupation  preclude  their  taking  work  -  at  the  university.  In 
such  state  universities  there  should  be  a  department  or  a  school 
specially  organized  for  the  preparation  of  teachers  for  secondary 
and  higher  schools  in  the  state. 


The  state  agricultural  college,  when  separate  from  a  state 
university  in  which  provision  is  made  for  standard  engineering  and 
technological  instruction,  should  devote  itself  strictly  and  mainly 
to  the  development  of  courses  in  agriculture  and  such  branches  of 
engineering  and  mechanic  arts  as  are  allied  to  agriculture.  The 
states  are  obliged,  in  accordance  with  the  terms  of  the  federal  grant 
of  land  and  money,  to  maintain  on  an  approximate  parity  instruc- 
tion in  agriculture  and  the  mechanic  arts,  and  it  rests  with  the  states 
to  determine  how  the  federal  funds  shall  be  apportioned  to  accom- 
plish this  purpose.  An  ideally  operated  system  involves  the  ulti- 
mate elimination  from  the  agricultural  college  of  work  of  a  second- 
ary grade  and  work  purely  vocational  in  its  character.  A  second 

ii 


feature  of  the  work  of  the  agricultural  college  and  the  agricultural 
experiment  station  should  be  the  development  of  summer  and  win- 
ter short  courses,  farmers'  institutes,  cooperative  demonstration 
work,  and  general  agricultural  extension  and  propaganda. 

The  work  of  the  agricultural  college  and  the  state  university, 
in  fundamental  and  general  subjects,  of  the  first  year  or  the  first 
two  years  should  be  so  coordinated  that  students  may  at  the  end 
of  either  of  these  years  change  from  one  institution  to  the  other, 
as  their  interest  or  inclination  may  dictate,  and  receive  full  credit 
for  courses  already  taken,  so  far  -as  these  courses  jnay  be  counted 
at  all  for  a  degree  in  the  second  institution.  The  duplication  of 
courses  of  the  first  two  years,  which  require  merely  teachers,  class- 
rooms, and  modern  equipment  in  laboratory  and  library,  for  ex- 
ample in  mathematics,  English,  general  chemistry,  biology  and 
economics,  may  go  on  indefinitely,  provided  of  course  that  the 
faculty  and  plant  necessary  for  the  work  in  these  fundamentals  are 
fully  employed.  The  wastefulness  of  duplication  usually  falls  most 
heavily  in  the  intermediate  and  advanced  courses.  Broadly  speak- 
ing, twenty  sections  of  freshman  mathematics  may  be  as  economic- 
ally administered  in  three  places  as  in  one. 


The  state  normal  schools  should  be  held  to  broad  preparation 
of  teachers  and  supervisors  for  the  elementary  schools.  Such 
preparation  should  include  some  cultural  and  liberalizing  elem- 
ents, in  addition  to  the  grounding  in  the  subject  matter  and  meth- 
odology of  elementary  education.  When  the  normal  schools  as  a 
whole  have  thus  provided  the  elementary  schools  of  the  cities,  vil- 
lages and  rural  communities  with  well  trained  teachers,  supervisors 
and  suprintendents,  whose  education  and  discipline  represent  sub- 
stantially a  high  school  course  plus  two  years  of  professional  and 
general  training,  it  will  be  time  for  them  to  request  the  privilege 
of  further  upward  expansion  and  the  power  to  grant  standard  de- 
grees. It  is  an  undeniable  fact  that  in  scarcely  a  single  state  are 
the  normal  schools  at  the  present  time  supplying  more  than  40  per 
cent  of  the  annual  demand  for  new  teachers  in  the  public  school 
system. 

D 

Provisions  for  trade,  industrial  and  commercial  schools  in  a 
state  essentially  agricultural  in  its  interests,  may  safely  be  made  in 
the  differentiated  secondary  schools  and  in  technological  depart- 
ments of  the  university  and  the  agricultural  college.  The  argument 
that  a  state  should  supply  each  of  its  citizens  with  any  sort  of  an 
education  that  he  may  desire,  does  not  rest  upon  a  logical  basis,  nor 
should  it  lead  to  the  establishment  of  all  sorts  of  specialized  schools 
by  each  state.  Cooperation  between  states,  and  subsidies  to  promis- 
ing students  to  seek  their  instruction  in  the  best  possible  schools, 
for  example,  mining  or  textile  engineering,  may  well  be  adopted 
as  a  policy,  rather  than  the  establishment  of  various  weak  and 

12 


spiritless  schools.  A  student  in  North  Dakota  who  desires  advanced 
instruction  in  architecture,  marine  engineering,  or  industrial  chemis- 
try other  than  agricultural  chemistry,  should  expect  to  seek  instruc- 
tion outside  the  state.  I  see  no  sufficient  justification  for  a  "school 
of  science"  separate  from  the  state  university,  agricultural  college 
and  vocational  schools  in  any  state. 

E 

The  work  in  engineering  should  be  done  in  connection  with  the 
university  and  agricultural  college ;  generally  speaking,  it  should  be 
done  at  the  university,  with  its  highly  equipped  departments  of  pure 
science,  since  engineering  professions  show  a  marked  tendency  to 
emphasize  severe  training  in  the  principles  and  fundamentals  of 
engineering,  which  can  best  b"e  taught  in  a  university  spirit  and  in 
a  university  atmosphere. 

F 

In  the  original  agriculture  land-grant  act  of  1862,  the  terms 
"agriculture"  and  "the  mechanic  arts"  are  used  coordinately.  The 
federal  authorities  are  insistent  that  each  state  accepting  the  land- 
grant,  and  later  grants  of  money,  must  provide  adequately  for  both 
forms  of  education.  By  common  understanding  the  term  mechanic 
arts  has  been  interpreted  to  include  all  forms  of  engineering,  though 
there  is  serious  doubt  in  many  quarters  as  to  whether  this  was  the 
original  intent  of  the  men  who  passed  the  act  of  1862;  in  other 
words,  the  grade  of  instruction  in  agriculture  and  in  mechanic  arts 
should  be  the  same;  if  one  is  of  college  grade,  the  other  should  be 
of  college  grade.  While  the  vocational  or  industrial  work  both  in 
agriculture  and  in  mechanic  arts  will  continue  to  need  attention  from 
the  agricultural  colleges  for  some  years  to  come,  there  is  good  rea- 
son to  believe  that  this  is  a  passing  phase  and  that  the  localities 
will  ultimately  provide  for  the  greater  part  of  such  instruction.  The 
agricultural  college  must  become  a  college  in  fact  as  well  as  in  name, 
no  matter  how  differentiated  its  function.  It  must  not  continue  to 
undermine  the  work  which  the  various  communities  and  the  state 
itself  are  doing  to  build  up  sound  secondary  education  throughout 
the  state. 

G 

Neither  efficiency  nor  economy  dictates  that  the  work  of  the 
normal  schools  should  be  extented  under  present  conditions  to 
include  the  preparation  of  teachers  for  secondary  schools;  on  the 
other  hand,  the  correlation  between  the  normal  schools  and  the 
state  university  and  the  agricultural  college  should  be  so  worked 
out  that  students  completing  the  normal  school  course  and  finding 
themselves  eager  for  more  thorough  or  specialized  preparation 
could  enter  one  of  the  other  institutions,  with  definite  credits  toward 
a  degree. 

By  way  of  summary  it  should  be  said  that  it  is  high  time,  in 
the  interests  of  efficiency  and  economy,  that  various  states  should 
think  of  their  educational  systems  as  a  unity,  subject  to  the 

13 


sovereign  wisdom  of  the  state,  and  that  the  state  itself  should  dictate 
a  far-reaching  policy  of  coordination  and  control. 

K.  C.  BABCOCK 

Specialist  in  Higher  Education. 
October,  12,  1912. 

IV.     GENERAL  PRINCIPLES 

The  two  principles  that  may  be  -laid  down  for  the  development 
of  an  educational  system  are  coordination  and  freedom  of  govern- 
ment. Coordination  implies  the  existence  of  a  definite  place  for 
each  institution  in  the  work  of  state  education,  and  that  there  is 
limited  duplication  in  the  relation  of  the  institutions  to  each  other. 

In  the  matter  of  definiteness  of  view,  it  may  be  said  that  in  the 
case  of  the  industrial  schools  there  is  considerable  uncertainty  as  to 
their  purpose  and  intent,  and  even  in  the  instance  of  the  agricultural 
college  and  the  university  some  doubt  exists  as  to  the  different  func- 
tions of  the  two  in  the  field  of  engineering.  As  yet,  the  normal 
schools  have  not  raised  the  question  of  the  higher  courses  beyond 
the  two  years  above  the  high  school,  nor,  as  things  stand  in  this  state, 
should  this  question  be  raised  until,  as  stated  in  the  letter  from  Dr. 
K.  C.  Babcock,  "the  normal  schools  as  a  whole  have  thus  provided 
the  elementary  schools  of  the  cities,  villages  and  rural  communities 
with  well-trained  teachers,  supervisors,  and  superintendents,  whose 
education  and  discipline  represent  substantially  a  high  school  course 
plus  two  years  of  professional  and  general  training,  it  will  be  time 
for  them  to  request  the  privilege  of  further  upward  expansion  and 
the  power  to  grant  standard  degrees." 

It  is  to  be  doubted,  however,  whether  the  securing  of  definition 
of  place  and  the  limiting  of  duplication  are  to  be  attained  by  any 
administrative  device  that  has  yet  been  invented  by  a  legislature. 
In  fact,  the  creation  of  boards  to  take  over  this  problem  is  nothing 
more  nor  less  than  the  transfer  of  the  problem  from  the  legislature 
to  a  smaller  group  without  solving  it.  The  long  experience  of  edu- 
cational institutions  has  shown  clearly  that  institutions  or  groups  of 
institutions  of  the  same  kind  should  have  their  own  governing 
board,  and  this  principle  seems  to  be  particularly  clear  in  view  of 
the  fact  that  in  no  state  has  the  centralized  board  been  an  unquali- 
fied success. 

Says  Mr.  Henry  C.  Wright,  of  New  York,  in  his  extensive 
report  on  "Methods  of  Fiscal  Control  of  State  Institutions"  for  the 
legislature  of  New  York:  "The  larger  costs  noted  in  the  cases 
of  New  York  and  Iowa  are,  in  a  large  measure,  the  costs  of  super- 
vision of  details  of  administration  of  institutions,  which  in  Indiana 
remain  in  the  hands  of  the  superintendents  of  the  institutions." 
He  states  again  that:  "Superintendents,  stewards  and  boards  of 
managers  exercised  as  discriminating  and  reliable  judgment  in  the 
selecting  of  and  contracting  for  supplies  as  is  now  exercised  by 
central  bodies." 

14 


In  fact,  the  last  two  years  has  seen  a  considerable  change  in 
the  attitude  of  the  public  toward  the  question  of  state  boards  of 
control  for  educational  institutions.  It  has  been  found  that  they 
do  not  solve  the  problem.  For  further  consideration  of  this  matter 
see  appendix  pp. 

V.     CONCLUSIONS 

1.  The  Commission  accept  as   a  satisfactory  basis    for    the 
development  of  the  educational  system  of  the  state,  the  provisions 
as  outlined  on  pages  10-14. 

2.  The  State  University  is  the  highest  institution  of  learning 
in  the  state.     "It  is  the  culmination  of  a  completely  organized  and 
properly  related  system  of  education,  springing  out  of  the  common 
schools  in  the  most  elementary  form  and  immediately  based  upon 
the  work  of  the  high  schools  and  colleges.     Its  standards  for  en- 
trance and  graduation  should  ultimately  be  so  far  in  advance  of 
other  educational  forms  as  to  stimulate  and  strengthen  them,  but 
not  to  disconnect  them  or  itself  from  the  unity  of  the  whole  sys- 
tem.    As  the  culmination  of  the  system  of  education,  it  can  have 
no  rivalry  with  any  other  part  of  the  whole,  but  should  coordinate, 
strengthen,  supplement,  and  develop  the  work  of  all." 

The  Agricultural  College  is  a  school  of  agriculture  and  me- 
chanic arts.  Under  the  provisions  of  the  Morrill  Act  it  may  engage 
in  the  liberal  and  practical  education  of  the  industrial  classes  for 
the  several  pursuits  and  professions  of  life ;  but  when  organized  as 
a  separate  institution,  as  it  is  in  this  state,  it  should  not  compete 
with  the  University,  but  should  offer  a  field  of  work  of  its  own, 
differentiated  from  that  of  the  other,  but  bearing  a  logical  relation 
to  it.  In  an  agricultural  state  such  as  this  it  should  give  special 
emphasis  to  agriculture  and  farm  mechanics.  As  now  organized 
and  conducted  there  is  little  conflict  or  duplication  between  the 
University  and  the  Agricultural  College,  and  such  as  there  is  can 
be  removed  by  conference  and  agreements  between  the  presidents 
of  the  two  institutions  and  their  boards  of  trustees.  Between  the 
institutions  of  the  state  there  should  be  such  coordination  as  to  per- 
mit the  student  to  pass  from  one  institution  to  the  other  without 
loss  of  time  and  credit. 

3.  The  Normal  Schools  should  continue  to  emphasize  the  pre- 
paration of  teachers  for  the  grades,  and  should  be  under  the  govern- 
ment of  one  board,  since  they  are  schools  of  a  similar  kind. 

4.  In  a  previous  paragraph  the  Commission  has  designated 
the  schools  at  Wahpeton  and  Ellendale  as  Industrial  Schools.     In 
doing  this  the  Commission  had  in  mind  the  extension  of  the  idea 
of  industrial  schools  so  that  in  time  there  should  be  developed  five 
or  six  state  schools  engaged  in  presenting  secondary  training  in 
trades  and  agriculture.     The  two  schools  at  Wahpeton  and  Ellen- 
dale  form  a  nucleus  for  this  class  of  schools,  and  with  their  estab- 

15 


lishment  would  create  a  new  class  of  such  schools  called  State 
Industrial  and  Agricultural  High  Schools.  In  view  of  the  consti- 
tutional provisions  for  the  establishment  of  the  two  schools,  some 
additions  to  these  provisions  for  the  curriculum  of  industrial  schools 
might  well  be  made  above  the  I2th  grade  and  not  beyond  the  I4th 
year  (second  year  of  college.) 

In  the  Session  Laws  of  1911  a  group  of  subsidized  Agricul- 
tural High  Schools  was  created,  and  under  the  provisions  of  the 
Gibbons  Law  of  the  same  session,  a  special  type  of  County  Agri- 
cultural High  Schools  was  created.  Some  plan  of  coordination  for 
these  three  groups  of  (i)  State  Industrial  Agricultural  High 
Schools,  of  which  Wahpeton  and  Ellendale  should  form  the  be- 
ginning, (2)  of  combined  county  and  town  Agricultural  High 
Schools  under  the  provisions  of  the  Gibbons  Law,  that  bill  neces- 
sarily being  modified  by  the  removal  of  the  clause  compelling 
counties  to  create  separate  agricultural  schools,  and  (3)  of  the 
subsidized  high  schools  under  the  provision  of  Session  Laws, 
Chapter  40. 

A  plan  of  this  kind  would  result  in  simplification  and  coordi- 
nation of  a  real  system  of  agricultural  and  industrial  schools. 

Unless  such  a  plan  as  outlined  above  is  accepted,  it  is  practi- 
cally impossible  to  differentiate  the  school  at  Wahpeton  from  that 
at  Ellendale,  but  by  creating  a  new  system  of  industrial  and  agri- 
cultural high  schools  throughout  the  state  the  Commission  believes 
that  it  has  suggested  a  plan  that  will  have  an  important  bearing  on  the 
growth  of  the  state  in  the  future. 

5.  Recognizing  the  principle  of  one  board   for  one  type  of 
institution,   the   University   should   continue   under   a   board   as   at 
present,  the  Agricultural  College  under  another  board,  the  Normal 
Schools  under  a  third  and  the  Industrial  Schools  under  a  fourth. 
The  reasons  for  this  view  were  arrived  at  after  careful  study  of  the 
statements  of  men  in  states  where  the  government  of  institutions 
is  centralized,  the  reports  from  such  states,  and  the  general  condi- 
tions now  existent  in  them. 

6.  In  connection  with  the  Department  of  Public  Instruction, 
there  should  be  a  Board  of  Educational  Advisers,  who  should  take 
over  the  functions  of  the  present  State  High  School  Board  and  the 
Board  of  Examiners.     This  board  might  further  have  the  authority 
for  calling  upon  each  institution  for  the  presentation  of  its  needs 
prior  to  the  meeting  of  the  Legislature. 

7.  The  passage  of  the  one  mill  tax,  by  the  Legislature  of  1899, 
for  the  support  of  the  educational  institutions  was  real  statesman- 
ship and  should  not  be  disturbed.     The  principle  then  developed 
should  be  carried  further. 

The  growth  of  educational  institutions  in  North  Dakota  is  an 
important  element  in  state  development.  Provision  of  an  adequate 
character  should  be  made,  but  the  irregularities  of  appropriations 
do  not  lend  themselves  to  systematic  planning  and  in  the  judgment 

16 


of  the  Commission  a  part  of  a  mill  tax  should  be  levied  for  six 
years  to  be  used  for  building  purposes. 

8.  The  Educational  Commission  recognizes  the  fact  that  the 
study  of  the  work  of  several  institutions  together  with  a  study  of 
the  educational  system  itself  is  a  very  big  and  broad  problem.  In 
presenting  this  report  it  does  not  feel  that  it  has  any  more  than 
entered  upon  the  general  phases  of  the  problem.  Any  considerable 
legislation  that  may  be  undertaken  in  the  future  should  be  based 
upon  a  careful  study  of  the  situation  in  all  directions  by  educational 
experts  who  shall  have  at  their  command  sufficient  funds  to  pro- 
vide for  necessary  clerical  assistance  for  the  examination  of  the 
books  and  plants,  inventories,  statistical  records,  and  general 
methods  of  carrying  on  the  work  of  such  institutions.  It  is,  there- 
fore, hoped  that  the  Legislature  in  receiving  this  report  will  con- 
tinue the  Commission  with  larger  facilities  for  the  preparation  of  a 
more  extended  report. 

This  report  together  with  the  accompanying  appendix  is  re- 
spectfully submitted. 

(Signed) 

FRANK  L.  McVEY,  Chairman 
JOHN  H.  WORST 

GEORGE  A.  MCFARLAND,  Secretary 
*E.  J.  TAYLOR 
U.  L.  BURDICK 
J.  M.  HANLEY 
GEORGE  T.  WEBB 

Temporary  State  Educational 
Commission 

December  23,  1912. 
Acknowledgement : 

The  Commission  acknowledges  with  appreciation  the  coopera- 
tion of  many  persons,  and  especially  of  Dr.  A.  J.  Ladd,  who 
directed  the  work  of  securing  replies  to  the  questionaires  sent  out 
by  the  Commission,  of  Miss  Mabel  Randolph  and  Mrs.  Annie  S. 
Greenwood. 


*Superintendent  Taylor  does  not  favor  the  creation  of  a  Board  of 
Advisers  and  withholds  judgment  regarding  recommendations  of  the  Com- 
mission as  to  the  Academy  of  Science  and  Normal-Industrial  School. 

17 


PART  B 
APPENDIX 


APPENDIX 


STATEMENT 

The  material  gathered  by  the  Commission  during  the  past  year 
has  been  compiled  and  is  presented  here  in  condensed  form.  This 
information  contains  no  opinions  of  the  compiler  or  of  any  member 
of  the  Commission.  It  was  used  for  the  purpose  of  studying  the 
situation. 

I.    THE  BASES  OF  INSTITUTIONAL  ORGANIZATION 

I.     Constitutional  Provisions 

\ 

ARTICLE  VIII.    EDUCATION 

Sec.  147.  A  high  degree  of  intelligence,  patriotism,  integrity  and 
morality  on  the  part  of  every  voter  in  a  government  by  the 
people  being  necessary  in  order  to  insure  the  continuance 
of  that  government  and  the  prosperity  and  happiness  of  the 
people,  the  legislative  assembly  shall  make  provision  for  the 
establishment  and  maintenance  of  a  system  of  public  schools 
which  shall  be  open  to  all  children  of  the  state  of  North 
Dakota  and  free  from  sectarian  control.  The  legislative 
requirements  shall  be  irrevocable  without  the  consent  of  the 
United  States  and  the  people  of  North  Dakota. 

Sec.  152.  All  colleges,  universities  and  other  educational  institu- 
tions, for  the  support  of  which  lands  have  been  granted  to 
this  state,  or  which  are  supported  by  a  public  tax,  shall  re- 
main under  the  absolute  and  exclusive  control  of  the  state. 
No  money  raised  for  the  support  of  the  public  schools  of  the 
state  shall  be  appropriated  to  or  used  for  the  support  of  any 
sectarian  school. 

ARTICLE  IX.     SCHOOL  AND  PUBLIC  LANDS 

Sec.  159.  All  lands,  money  or  other  property,  donated,  granted 
or  received  from  the  United  States  or  any  other  source  for 
a  university,  school  of  mines,  reform  school,  agricultural  col- 
lege, deaf  and  dumb  asylum,  normal  school,  or  other  educa- 
tional or  charitable  institution  or  purpose,  and  the  proceeds 
of  such  lands  and  other  property  so  received  from  any  source 
shall  be  and  remain  perpetual  funds,  the  interest  and  income 
of  which,  together  with  the  rents  of  all  such  lands  as  may 
remain  unsold,  shall  be  inviolably  appropriated  and  applied 
to  the  specific  objects  of  the  original  grants  or  gifts.  The 
principal  of  every  such  fund  may  be  increased,  but  shall 
never  be  diminished  and  the  interest  and  income  only  shall 
be  used.  Every  such  fund  shall  be  deemed  a  trust  fund  held 
by  the  state,  and  the  state  shall  make  good  all  losses  thereof. 

21 


ARTICLE  XIX.     PUBLIC  INSTITUTIONS 

Sec.  215  (Amended)  The  following  public  institutions  of  the 
state  are  permanently  located  at  the  places  hereinafter  named, 
each  to  have  the  lands  specifically  granted  to  it  by  the  United 
States  in  the  act  of  Congress  approved  February  22,  1889, 
to  be  disposed  of  and  used  in  such  manner  as  the  legislative 
assembly  may  prescribe,  subject  to  the  limitations  provided 
in  the  article  on  school  and  publi  elands  contained  in  this 
constitution. 

The  State  University  and  the  School  of  Mines  at  the  City 
of  Grand  Forks,  in  the  county  of  Grand  Forks. 

The  Agricultural  College  at  the  city  of  Fargo,  in  the 
county  of  Cass. 

A  State  Normal  School  at  the  city  of  Valley  City,  in  the 
county  of  Barnes;  and  the  legislative  assembly  in  appor- 
tioning the  grant  of  80,000  acres  of  land  for  normal  schools, 
made  in  the  act  of  congress  referred  to.  shall  grant  to  the 
said  normal  school  at  Valley  City  aforementioned  50,000 
acres  and  said  lands  are  hereby  appropriated  to  said  institu- 
tion for  that  purpose. 

A  State  Normal  School  at  the  city  of  Mayville  in  the 
county  of  Traill ;  and  the  legislative  assembly  in  apportion- 
ing the  grant  of  land  made  by  congress  in  the  act  aforesaid 
for  state  normal  schools,  shall  assign  30,000  acres  to  the 
institution  hereby  located  at  Mayville,  and  said  lands  are 
hereby  appropriated  for  said  purpose. 

Sec.  216  Third.  An  Industrial  School  and  School  for  Manual 
Training,  or  such  other  educational  or  charitable  institution 
as  the  legislative  assembly  may  provide,  at  the  town  of 'El- 
lendale,  in  the  county  of  Dickey,  with  a  grant  of  40,000  acres. 

A.  School  of  Forestry,  or  other  such  institution  as  the 
legislative  assembly  may  determine,  at  such  place  in  one  of 
the  counties  of  McHenry,  Ward,  Bottineau  or  Rolette  as  the 
electors  of  said  counties  may  determine  by  an  election  for 
that  purpose,  to  be  held  as  provided  by  the  legislative  assem- 
bly. 

A  Scientific  School,  or  such  other  educational  or  charitable 
institution  as  the  legislative  assembly  may  prescribe,  at  the 
city  of  Wahpeton,  county  of  Richland,  with  a  grant  of 
40,000  acres ;  provided,  that  no  other  institution  of  a  charac- 
ter similar  to  any  one  of  those  located  by  this  article  shall 
be  established  or  maintained  without  a  revision  of  this 
constitution. 
2.  Statutory  Provisions 

(a)     THE  UNIVERSITY  OF  NORTH  DAKOTA 
CHAPTER  10  ARTICLE  I.  „  OBJECT  AND  DEPARTMENTS  OF  THE 

UNIVERSITY 
Sec.   1050.     The  object  of  the  University  shall  be  to  provide  the 

22 


means  of  acquiring  a  thorough  knowledge  of  the  various 
branches  of  learning  connected  with  scientific,  industrial  and 
professional  pursuits,  in  the  instruction  and  training  of  per- 
sons in  the  theory  and  art  of  teaching,  and  also  instruction 
in  the  fundamental  laws  of  this  state  and  of  the  United  States 
in  regard  to  the  rights  and  duties  of  citizens,  and  to  this  end 
it  shall  consist  of  the  following  branches  or  departments : 

1.  The  college  or  department  of  arts. 

2.  The  college  or  department  of  letters. 

3.  The  teachers  college. 

4.  The  school  of  mines,  the  object  of  which  shall  be  to 
furnish  facilities  for  the  education  of  such  persons  as  may 
desire  to  receive  instruction  in  chemistry,  metallurgy,  miner- 
alogy, geology,  mining,  milling  and  engineering. 

5.  The  military  department  or  school,  the  object  of  which 
shall  be  to  instruct  and  train  students  in  the  manual  of  arms 
and  such  military  maneouvers  and  tactics  as  are  taught  in 
military  colleges. 

6.  Such  professional  or  other  colleges  or  departments  as 
now  are  or  may  from  time  to  time  be  added  thereto,  or  con- 
nected therewith,  and  the  board  of  trustees  is  hereby  au- 
thorized to  establish  such  professional  and  other  colleges  or 
departments  as  in  its  judgment  may    be    deemed    necessary 
and  proper,  but  no  money  shall  be  expended  by  the  board  in 
establishing  and  organizing  any  of  the  additional  colleges  or 
departments  provided  for  in  this  section,  until  an  appropria- 
tion therefor  shall  have  first  been  made. 

COURSES  OF  INSTRUCTION 

Sec.  1051.  COURSES  OF  INSTRUCTION.  The  college  or  department 
of  arts  shall  embrace  courses  of  instruction  in  mathe- 
matical, physical  and  natural  sciences,  with  their  appli- 
cation to  industrial  arts  such  as  agriculture,  mechan- 
ics, engineering",  mining,  metallurgy,  manufactures,  archi- 
tecture and  commerce  and  such  branches  included  in  the  col- 
lege of  letters  as  shall  be  necessary  to  properly  fit  the  pupils 
in  the  scientific  and  practical  courses  for  their  chosen  pur- 
suits, and  in  military  tactics.  In  the  normal  department  the 
proper  instruction  and  learning  in  the  theory  and  art  of 
teaching  and  in  all  the  various  branches  and  subjects  needful . 
to  qualify  for  teaching  in  the  common  schools ;  and  as  soon 
as  the  income  of  the  university  will  allow,  in  such  order  as 
the  wants  of  the  public  shall  seem  to  require,  the  courses  of 
sciences  and  their  application  to  the  practical  arts  shall  be 
expanded  into  distinct  colleges  of  the  university,  each  with 
its  own  faculty  and  appropriate  title.  The  college  of  letters 
shall  be  co-existent  with  the  college  of  arts  and  shall  embrace 

23 


a  liberal  course  of  instruction  in  languages,  literature  and 
philosophy,  together  with  such  courses  or  parts  of  courses 
in  the  college  of  arts  as  the  trustees  shall  prescribe. 

(b)     THE  AGRICULTURAL  COLLEGE 
ARTICLE  IV.     AGRICULTURAL  COLLEGE 

Sec.  1106.  The  object  of  such  college  shall  be  to  afford  practical 
instruction  in  agriculture  and  the  natural  sciences  connected 
therewith,  and  in  the  sciences  which  bear  directly  upon  all 
industrial  arts  and  pursuits.  The  course  of  instruction 
shall  embrace  the  English  language  and  literature,  mathe- 
matics, military  tactics,  civil  engineering,  agricultural  chem- 
istry, animal  and  vegetable  anatomy,  and  physiology,  the 
veterinary  art,  entomology,  geology  and  such  other  natural 
sciences  as  may  be  prescribed,  political,  rural  and  household 
economy,  horticulture,  moral  philosophy,  history,  bookkeep- 
ing and  especially  the  application  of  science  and  the  mechanic 
arts  to  practical  agriculture.  A  full  course  of  study  in  the 
institution  shall  embrace  not  less  than  four  years,  and  the 
college  year  shall  consist  of  not  less  than  nine  calendar 
months,  which  may  be  divided  into  terms  by  the  board  of 
trustees  as  in  its  judgment  will  best  secure  the  objects  for 
which  the  college  was  founded. 

(c)     THE  NORMAL  SCHOOLS 
ARTICLE  II.     OBJECTS  OF  NORMAL  SCHOOLS 

Sec.  1082.  The  objects  of  such  normal  schools  shall  be  to  prepare 
teachers  in  the  science  of  education  and  the  art  of  teaching  in 
the  public  schools.  The  board  of  trustees,  with  the  assistance 
of  the  respective  faculties,  shall  adopt  the  full  course  of 
study  prescribed  for  that  purpose,  which  shall  embrace  the 
academic  and  professional  studies  usually  taught  in  normal 
schools;  provided,  that  such  academic  and  professional 
studies  shall  not  extend  more  than  two  years  beyond  the 
course  of  study  prescribed  in  a  high  school  of  the  first  class. 
Such  schools  shall  in  all  things  be  free  from  sectarian  control. 

(d)     THE  ACADEMY  OF  SCIENCE 
ARTICLE  III.     OBJECT  OF  ACADEMY  OF  SCIENCE 

Sec.  1092.  The  North  Dakota  Academy  of  Science  heretofore 
established  at  Wahpeton  is  hereby  continued  as  such.  The 
object  of  such  academy  shall  be  to  furnish  instruction  in  the 
pure  and  applied  sciences,  mathematics,  languages,  political 
science  and  history  as  is  usually  given  in  schools  of  technol- 
ogy below  the  junior  year,  the  chief  object  being  the  training 
of  skilled  workmen  in  the  most  practical  phases  of  applied 
science.  A  general  science  course  may  also  be  offered,  con- 

24 


sisting  of  three  years'  work  above  the  high  school  course. 
Upon  completion  of  either  of  the  above  courses  the  board 
of  trustees  may  grant  appropriate  certificates  of  the  work 
accomplished. 

(e)     THE  INDUSTRIAL  SCHOOL 
ARTICLE  X.     INDUSTRIAL  SCHOOL 

Sec.  1172.  Name  and  Objects:  That  the  institution  known  as  the 
industrial  school  and  school  for  manual  training,  located  at 
Ellendale,  Dickey  county,  North  Dakota,  be  henceforth  desig- 
nated the  state  normal  and  industrial  school,  the  object  of 
such  school  being  to  provide  instruction  in  a  comprehensive 
way  in  wood  and  iron  work  and  the  various  other  branches 
of  manual  training,  cooking,  sewing,  modeling,  art  work,  and 
the  various  other  branches  of  domestic  economy  as  a  coordinate 
branch  of  education,  together  with  mathematics,  drawing  and 
the  other  necessary  school  studies,  and  to  prepare  teachers 
in  the  science  of  education  and  the  art  of  teaching  in  the 
public  schools,  with  special  reference  to  manual  training.* 

(f)     THE  SCHOOL  OF  FORESTRY 
ARTICLE  XIII.     SCHOOL  OF  FORESTRY 

Sec.  1231.  Located.  A  state  school  of  forestry,  to  be  known  as 
the  North  Dakota  state  school  of  forestry,  is  located  at  Bot- 
tineau,  in  the  county  of  Bottineau,  state  of  North  Dakota, 
by  virtue  of  the  vote  taken  thereon  according  to  law.  The 
object  of  the  school  of  forestry  shall  be  to  furnish  the  in- 
struction and  training  contemplated  in  an  agricultural  high 
school,  emphasizing  those  subjects  that  have  a  direct  bearing 
on  forestry  and  horticulture. 

II.     SCOPE  OF  INSTITUTIONS 

On  this  point  the  material  presented  consists  of  statements 
taken  from  advertisements  of  the  different  institutions  of  the  state ; 
also  some  information  from  the  catalogues  of  these  institutions. 

A.     The  University  of  North  Dakota 

From  advertisement  in  the  Quarterly  Journal  published  by  the 
University  of  North  Dakota: 

THE  COLLEGE  OF  LIBERAL  ARTS 

Twenty-four  departments  offering  more  than  two  hundred  dif- 
ferent courses  of  study. 

Specially  arranged  curricula  for  those  who  intend  to  become 
social  workers  or  to  engage  in  one  of  the  various  lines  of  business, 
such  as  banking,  journalism,  etc. 

*Opinion  of  Attorney  General  on  meaning  of  name. 

25 


One  year  in  the  College  of  Law  or  two  years  in  the  School  of 
Medicine  or  any  of  the  Engineering  Colleges  may  be  elected,  thus 
enabling  the  student  to  obtain  the  degree  of  Bachelor  of  Arts  and 
a  Law,  Medical  or  Engineering  degree  in  six  years. 

Graduate  courses  leading  to  the  degree  of  Master  of  Arts. 

THE  SCHOOL  OF  EDUCATION 

Function:  The  preparation  of  teachers  and  principals  for 
secondary  schools,  superintendents  for  city  schools  and  instructors 
for  normal  schools  and  colleges. 

Entrance  Requirements:  The  completion  of  a  four-year  high 
school  course  or  its  equivalent. 

Degrees  and  Diploma:  The  degree  of  Bachelor  of  Arts  and 
the  Bachelor's  Diploma  in  Education  (the  professional  instrument 
which  entitles  the  holder  to  a  first  grade  professional  certificate 
for  life)  on  the  completion  of  the  regular  four-year  course  of  study. 

Graduate  courses  are  offered  leading  to  the  degree  of  Master 
of  Arts. 

Special  Certificates :  In  Commercial  Work,  Domestic  Science, 
Drawing,  Manual  Training  and  Music,  on  the  completion  of  two 
years  of  prescribed  work. 

THE  COLLEGE  OF  MINING  ENGINEERING 

1.  The  Curriculum.     The  courses  give  a  broad  technical  and 
practical  training  for  those  occupations  more  or  less  closely  associat- 
ed with  mining,  metallurgy,  milling,  coal  and  gas  engineering,  ce- 
ment, clay  working,  and  other  allied  manufacturing  industries. 

2.  Degrees.     The  four-year  course  leads  to    the    degree    of 
Bachelor  of  Science  in  Mining  Engineering  and  an  additional  year  of 
graduate  work  to  the  professional  degree  of  Engineer  of  Mines. 

3.  Equipment.    The  equipment  is  high  grade,  including  work- 
ing models  for  making  brick,  pottery  and  clay  products,  and  for 
coal  testing  and  treating,  gas  manufacture,  etc. 

4.  Experimental  Stations.     At  Hebron  is   situated  a  mining 
and  coal  and  gas  experimental  station  under  the  direction  of  the 
trustees  of  the  University  and    the    dean    of    this    college.      Here 
practical  tests  on  a  commercial  basis  are  carried  out. 

THE  COLLEGE  OF  MECHANICAL  AND  ELECTRICAL  ENGINEERING 

1.  The  Curriculum.    Courses  are  offered  leading  to  the  degree^ 
of  Bachelor  of  Science  in  Mechanical  Engineering  and  Bachelor  of 
Science  in  Electrical  Engineering.     Five  year  courses  lead  to  the 
advanced  degrees  of  'Mechanical  Engineer  and  Electrical  Engineer. 

2.  Equipment.     The  shops  are  well  equipped  with  the  latest 
machines.     The  mechanical  and  dynamo  laboratories  have,  among 
other  pieces  of  apparatus,  a  fifty  horse-power  suction  gas  producer 
and  gas  engine  and  two  seventy  horse-power  boilers,  each  with  a 
different  type  of  furnace,  including  an  automatic  stoker.    The  facil- 
ities for  offering  thorough  courses  in  power  engineering  and  in  re- 

26 


search  work  in  the  utilization  of  various  types  of  power  are  ample 
and  of  the  very  best.  The  recent  legislative  appropriation  of 
$17,000  for  laboratory  purposes  has  enabled  the  college  to  still  fur- 
ther improve  these  facilities. 

THE  COURSE  IN  CIVIL  ENGINEERING 

1.  The  Curriculum.     The  distinct  professional  lines  to  which 
attention  is  given  in  the  course  in  Civil  Engineering  are  the  follow- 
ing:    (i)  surveying,  (2)  mechanics  and  bridge  and  truss  stresses, 

(3)  concrete  construction,   (4)   railway  location    and    construction 
(5)  hydraulics  and  water  power,  (6)  sanitary  and  municipal  engi- 
neering. 

2.  Degrees.     The  degree  of  Bachelor  of  Science  in  Civil  Engi- 
neering is  conferred  upon  the  completion  of  the  four-year  course. 
Upon  completion  of  the  fifth  year  the  degree  of  Civil  Engineer  is 
awarded. 

3.  Equipment.     The  equipment  consists  of  the  usual  instru- 
ments for  measuring,  testing,  etc.     Shops  and  laboratories  of  all 
colleges  are  open  to  engineering  students. 

THE  LAW  SCHOOL 

Offers  a  three  year  course ;  a  four  year  course ;  a  five  year 
course  and  a  six  year  course. 

The  Law  School  is  a  member  of  the  Association  of  American 
Law  Schools.  It  has  a  strong  faculty  and  a  good  working  library. 

THE  SCHOOL  OF  MEDICINE 

Scope:  The  University  School  of  Medicine  offers  to  young 
men  and  young  women  the  first  two  years  of  medical  work. 

Entrance  Requirements:  Two  years  of  prescribed  collegiate 
work  preceded  by  fifteen  prescribed  units  of  high  school  studies. 

Degree  and  Certificate:  Upon  the  satisfactory  completion  of 
these  two  years  of  medical  work  the  University  grants  the  Degree 
of  Bachelor  of  Arts  and  the  Medical  Certificate,  which  admit  to  the 
third  year  of  medical  colleges  of  good  standing. 

Advantages:  (i)  Thoroly  equipped  teachers  of  all  the  subjects 
included  in  the  combined  curriculum;  (2)  splendid  laboratory  and 
library  facilities;  (3)  small  classes,  making  it  possible  for  the  in- 
structor to  give  a  large  amount  of  personal  attention  to  each  student ; 

(4)  expenses  reduced  to  the  minimum;  no  tuition   fee;  only  the 
semester  incidental  fee  of  $25 ;  living  expenses  very  low. 

A  course  of  one  year  of  college  work  for  nurses  gives  advanced 
standing  in  leading  training  schools. 

GENERAL 

•i.  The  College  of  Liberal  Arts  offers  to  men  and  women 
programs  of  study  leading  to  the  degree  of  Bachelor  of  Arts,  which 
may  be  begun  in  September  or  February. 


2.  The  School  of  Education  prepares  for    the   profession   of 
teaching  in  secondary  and  high  schools.     Its  graduates  receive  the 
degree  of  Bachelor  of  Arts  and  the  Bachelor's  Diploma  in  Educa- 
tion.   The  Model  High  School  is  maintained  by  the  School  of  Edu- 
cation as  a  place  of  observation  and  practice. 

3.  The  Law   School  offers  a  three-years  course  and  grants 
the  degree  of  Bachelor  of  Laws. 

4.  Courses  of  study  leading  to  degrees  of  Mining  Engineer, 
Electrical  Engineer,  Mechanical  Engineer  and  Civil  Engineer  are 
offered  in  the  School  of  Mines  and  the  College  of  Mechanical  and 
Electrical  Engineering. 

5.  The  School  of      Medicine  provides  instruction  of  high  or- 
der for  two  years   in  medicine  based  upon  two  years  of  college 
work.     A  certificate  in  medicine  is  granted  with  the  B.  A.  Degree. 
The  course  for  nurses  is  affiliated  with  leading  hospitals. 

6.  The  Graduate  Department  presents  advanced  courses  of 
study  leading  to  the  Degree  of  Master  of  Arts. 

7.  The    Summer    Session    provides    college    and    elementary 
courses  for  students  and  teachers. 

8.  Extension  lectures  and  courses  of  study  are  offered  by  the 
University  for  persons  otherwise  unable  to  receive  academic  train- 
ing. 

9.  Laboratories  and  Stations  are    maintained    at    University, 
Devils  Lake,  Bismarck,  Minot  and  Hebron,  North  Dakota. 

£ 

B.     The  Agricultural  College 

From  advertisement  in  the  Westland  Educator,  February,  1912. 
The  North  Dakota  Agricultural  College  offers 

To  THE  HIGH  SCHOOL  GRADUATE 

Four  year  courses  in  Agriculture,  Biologic  Science,  Chemistry, 
Civil  Engineering,  Domestic  Science,  Education,  General  Science, 
Mechanical  Engineering,  Veterinary  Sciences. 

Opportunity  offered  to  specialize  in  all  lines  of  science. 

Pedagogical  work  to  fit  for  High  School  positions. 

To  THE  EIGHTH  GRADE  GRADUATE 

Three  year  courses  in  Agriculture,  Domestic  Science,  Farm 
Husbandry,  General  Science,  Pharmacy,  Power  Machinery  and  the 
most  up-to-date  high  school  in  the  northwest. 

All  this  work  is  of  college-preparatory  grade.  A  strong  com- 
mercial department  is  maintained. 

New  buildings.  More  and  larger  class  rooms.  Larger  and 
better  shops.  Fine  amateur  athletics.  Teaching  force  increased  and 
strengthened.  A  dormitory  for  young  ladies. 

28 


From  catalogue  of  the  North  Dakota  Agricultural  College, 
January,  1912: 

"All  modern  courses  of  study  in  agriculture  and  engineering 
being  the  outgrowth  of  the  Morrill  Act,  it  is  thus  decreed  by  the 
highest  legislative  authority,  both  state  and  national,  that  the  Agri- 
cultural College  shall  become  the  great  school  of  science  and  tech- 
nology of  the  state  of  North  Dakota." 

"The  state  is  thus  fortunate  in  having  two  institutions  of  high- 
er learning;  one  more  especially  equipped  for  training  in  profes- 
sional and  the  other  in  industrial  pursuits,  with  a  vertical  line  of 
cleavage  separating  their  work,  and  yet  admitting  of  the  closest  and 
most  cordial  cooperation  for  the  benefit  of  the  children  and  the 
varied  interests  of  the  state." 

C.     The  Normal  Schools 

From  Westland  Educator,  February,  1912: 

(a)  THE  STATE  NORMAL  SCHOOL,  VALLEY  CITY,  N.  D. 

Offers  young  men  and  women  of  the  Dakotas  a  practical  edu- 
cation that  leads  to  permanent,  profitable  and  honorable  employment. 

Course  of  Study:  A  course  of  ten  and  one-half  months,  com- 
pleted within  one  year,  gives  a  second  grade  certificate  good  in  any 
county  in  the  state.  A  full  life  diploma  for  four  years  work  after 
the  eighth  grade,  and  to  high  school  graduates  after  one  year. 
Special  two-year  courses  in  Kindergartening,  Music,  Manual  Train- 
ing, Commercial  subjects  and  many  other  special  branches,  leading 
to  the  life  professional  certificate. 

The  school  makes  its  appeal  to  young  men  especially  thru  its 
athletics,  its  practical  studies  such  as  surveying,  agriculture^  labora- 
tory courses  in  the  Sciences,  Manual  Training,  Band,  Orchestra, 
Glee  Club,  Debating  Clubs  and  Literary  Societies. 

Advanced  College  Work  is  offered  in  many  branches.  These 
credits  will  be  accepted  for  advanced  standing  in  your  university. 
Moreover,  it  teaches  how  to  teach.  Its  graduates  secure  positions 
and  succeed. 

From  catalogue  of  the  Valley  City  Normal  School,  1912,  p.  n. 

"The  Normal  School  at  Valley  City  is  maintained  by  the  state 
for  the  purpose  of  training  teachers.  The  curriculum  and  regu- 
lations of  the  school  are  formulated,  therefore,  with  direct  reference 
to  this  double  purpose,  the  instruction  and  training  of  teachers. 
The  studies  are  selected  with  reference  to  their  pedagogical  value. 
It  is  not  the  aim  to  give  a  mere  academic  view  of  them." 

(b)  THE  STATE  NORMAL  SCHOOL,  MAYVILLE,  N.  D. 
From  Westland  Educator,  February,  1912. 

"The  sole  purpose  is  to  train  teachers  and  supervisors  for  the 
public  schools,  especially  for  the  elementary  schools  in  rural  and 
village  communities. 

29 


Tuition  is  free.  Registration  and  library  fees  are  small.  Liv- 
ing expenses  are  low.  Dormitory  accommodations  are  excellent. 

There  are  five  general  courses  of  study:  A  ten  and  a  half 
months  course  for  eighth  grade  graduates  and  leading  to  a  second 
grade  certificate;  a  four  year  and  a  five  year  course  for  eighth 
grade  graduates  and  leading  to  a  state  certificate ;  and  a  one-year  and 
a  two-year  course  for  high  school  graduates  and  leading  to  a  state 
certificate. 

There  are  five  special  two-year  courses  for  high  school  grad- 
uates and  leading  to  a  state  certificate  in  Agriculture,  Domestic 
Science,  Manual  Training,  Music  and  Drawing  and  Physical  Cul- 
ture and  Expression." 

From  catalogue  of  the  Mayville  Normal  School  for  1912,  p.  21. 

"The  aim  of  this  school  is  to  prepare  young  people  for  the 
teaching  service  of  the  state  of  North  Dakota.  It  does  not  give 
general  culture  for  its  own  sake.  It  does  not  aim  to  prepare  young 
men  and  women  for  college  nor  for  the  general  pursuits  of  life." 

D.     The  Industrial  Schools 

(a)  THE  STATE  SCIENTIFIC  SCHOOL  OF  NORTH  DAKOTA,  WAH- 

PETON,  N.  D. 

From  Westland  Educator,  February,  1912. 

The  school  for  a  practical  education.  Experienced  faculty,  ex- 
cellent buildings,  complete  equipment,  low  expenses. 

The  following  courses  are  offered :  General  Preparatory,  Gen- 
eral College  (3  years),  Domestic  Science,  Commercial,  Mechanical 
Engineering,  Steam  Engineering,  Electrical  Engineering,  Chemical 
Engineering. 

From  catalogue  of  the  Academy  of  Science  for  1912,  p.  9. 

"In  accordance  with  this  object,  several  well  organized  courses 
are  offered  and  the  practical  purposes  of  the  school  are  kept  con- 
stantly in  mind,  and  at  the  same  time  courses  coordinate  with  these 
in  the  general  college  course  may  be  selected  if  desired." 

(b)  STATE  NORMAL  AND  INDUSTRIAL  SCHOOL,  ELLENDALE,  N.  D. 
From  Westland  Educator,  February,  1912. 

The  school  that  exalts  labor. 

Normal  Department:  Latin  and  English;  Manual  Training 
Courses;  Diploma  leads  to  First  Grade  and  Life  State  Certificates. 
No  other  school  in  the  state  offers  so  complete  a  course  in  manual 
training. 

Industrial  Department:  Nine  regular  industrial  courses,  in- 
cluding Steam  Engineering,  Home  Economics,  Commercial  Arts, 
Printing,  Mechanic  Arts,  Library  Methods,  Fine  Arts,  Instrumental 
Music,  Dressmaking. 

30 


From  catalogue  of  the  Ellendale  Normal  and  Industrial  School 
for  1912,  p.  9. 

"It  is  believed  with  this  broad  but  well  defined  mission  that  the 
Normal  and  Industrial  School  offers  superior  advantages  to  the 
young  people  of  the  state.  The  educational  thought  of  the  day  is 
constantly  emphasizing  more  and  more  the  practical  and  everyday 
duties  and  problems  along  with  the  processes  of  formal  culture. 
This  school  is  well  located  and  abundantly  equipped  to  give  this 
many-sided  and  full  preparation  for  the  complete  life." 


III.     FINANCIAL  STATEMENTS 
I.     General 

The  material  under  this  head  was  compiled  from  an  article  on 
the  Cost  of  Education  in  North  Dakota,  by  J.  W.  Wilkerson,  Secre- 
tary of  the  University  of  North  Dakota,  which  appeared  in  the 
Quarterly  Journal  of  the  University  of  North  Dakota  for  July,  1912, 

LAND  GRANTS  FOR  HIGHER  EDUCATION 

The  generosity  of  the  Federal  Government  did  not  stop  with 
the  common  school  grant.  It  had  reserved  seventy-two  sections  for 
University  purposes  in  an  act  on  February  18,  1881,  and  the  Enabl- 
ing Act  granted  this  land  to  the  state  for  the  purpose  named.  Fifty 
sections  were  granted  for  the  purpose  of  erecting  public  buildings 
at  the  capital  for  legislative,  judicial  and  executive  purposes.  Ninety 
thousand  acres  were  granted  for  the  support  of  an  agricultural  col- 
lege. 

In  addition  to  the  above  grants,  500,000  acres  were  given  to  the 
state  in  lieu  of  grants  as  provided  in  the  acts  of  September  4,  1841 
and  September  28,  1850.  The  act  of  September  4,  1841  provided 
that  500,000  acres  be  granted  for  purposes  of  internal  improve- 
ments. The  act  of  September  28,  1850  provided  that  swamp  and 
overflow  lands  be  granted  to  the  state,  the  proceeds  from  which 
were  to  be  used  for  draining  them.  The  Enabling  Act  provided  that 
this  grant  of  500,000  acres  should  be  made  as  follows : 


For  School  of  Mines 40,000  acres 

For  Reform  School 40,000 

For  Deaf  and  Dumb  School 40,000 

For  Agricultural  College 40,000 

For  University 40,000 

For  State  Normal  Schools 80,000 

For  Public  Buildings  at  the  Capital  50,000 
For  Other  Educational  and  Charit- 
able Purposes 170,000 


(Additional) 
(Additional) 

(Additional) 


Total 500,000  acres 

31 


A  study  of  the  report  of  sales  of  lands  belonging  to  the  educa- 
tional institutions  shows  that  1,262,817.40  acres  have  been  sold  for 
$19,216,059.84.  This  amount  is  not  a  cash  fund  but  represents 
sales  of  land  on  contract,  and  only  $6,008,645.57  of  it  has  been  paid 
in.  The  remainder,  $13,207,414.27,  is  yet  to  be  paid  by  the  pur- 
chasers and  these  deferred  payments  on  contracts  bear  interest  at 
the  rate  of  six  per  cent.  The  constitution  of  the  state  provides  that 
the  purchaser  shall  pay  one-fifth  of  the  price  in  cash  and  the  re- 
maining four-fifths  as  follows:  One-fifth  in  five  years,  one-fifth 
in  ten  years,  one-fifth  in  fifteen  years,  and  one-fifth  in  twenty 
years,  with  interest  at  the  rate  of  not  less  than  six  per  cent,  payable 
annually  in  advance.  Of  the  amount  paid  on  contracts,  $4,634,210.39 
has  been  invested  in  bonds  of  the  state,  of  school  corporations,  of 
counties  or  townships  within  the  state,  bonds  of  the  United  States, 
or  in  municipal  bonds,  all  bearing  interest  at  four  per  cent; 
$1,068,300  in  first  mortgages  on  farm  lands  in  the  state,  with  interest 
at  five  per  cent,  and  $44,192.85  on  first  farm  mortgages  with  interest 
at  six  per  cent. 

At  this  point  we  present  for  convenience  a  table  showing  the 
number  of  acres  belonging  to  the  common  schools  and  to  the  insti- 
tutions of  higher  learning  that  have  been  sold,  the  selling  price  and 
the  acres  remaining  unsold  on  July  i,  1910: 


Acres  sold 

Common    schools    964,421.00 

Agricultural   College  93,776. 16 

Industrial  School   ^ 28,100.67 

Normal   Schools  57,833.93 

Scientific    School    29,118.82 

School  of  Mines 27,163.45 

University    62,403.37 


Price         Acres  unsold 


$15,351,440.73 
1,219,360.77 
364,403.03 
743,185.25 
374,345.8o 
354,001.05 
808,423.21 


1,578,898.07 
36,223.84 
11,809.33 
22,166.07 
10,881.18 
12,836.55 
23,676.63 


1,262,817.40        $19,216,059.84        1,696,581.67 

The  following  statement  shows  in  detail  how  these  funds  were 
invested  on  July  I,  1910: 


Common   Schools $ 

Common    Schools 

Indemnity    Contracts- 
Agricultural    College 

Industrial  School 

Normal   Schools   

Scientific  Schools 

School  of  Mines 

University    


Land  Contracts 
6  Per  Cent 

9,611,366.48 

741,184.20 
902,544.10 

269,865.17 
547,903.22 
276,579.98 
259,931.61 
598,039.51 


Bonds 
4  Per  Cent 

$3,741,690.45 


294,930.45 
78,627.46 

153,022.96 
83,133.36 
86,379.44 

196,426.51 


Rentals  and  9  Hay 
Permits 

$75,821.89 


Annual 
Income 


2,465.05 
692.70 

1,576.77 
668.04 
787.58 

1,451.51 


$    902,709.11 

68,414.90 
2O,O2O.7O 
40,576.77 
20,588.04 
19,838.58 
45,187.51 


the 


$13,207,714.27    $4,634,210.39    $83,463.54     $1,117,339.61 

The  Constitution  of  the  state  provides  that  in  order  to  insure 
continuance  of  a  high  degree   of   intelligence,  patriotism,   in- 


*Quarterly  Journal,  July  1912,  P.  367. 

32 


tegrity  and  morality,  and  the  prosperity  and  happiness  of  the  people 
the  legislative  assembly  shall  make  provision  for  the  establishment 
and  maintenance  of  a  system  of  public  schools.  For  the  purpose 
of  putting  into  force  and  of  carrying  out  these  high  ideals,  the  dif- 
ferent legislative  assemblies  have  passed  and  repealed  many  laws 
bearing  on  the  topic  of  education.  Conditions  change  rapidly  in  a 
new  state  and  laws  that  were  adapted  to  our  needs  in  the  earlier 
days  have  been  found  faulty  and  incomplete  and  have  been  dis- 
carded and  replaced  by  laws  that  meet  the  new  conditions.  On 
account  of  limited  space  it  is  not  possible  to  recount  all  the  various 
laws  relating  to  the  finances  of  education  that  have  been  passed  or 
that  are  now  in  force.  The  following  schools  receive  support  from 
the  state: 

Institutions  of  Higher  Learning  (including  all  educational 
institutions  wholly  supported  by  the  state.) 

Rural,  Graded  and  Consolidated  Schools. 

High  Schools. 

Agricultural  Schools  and  Agricultural  Departments. 

In  addition  to  the  above,  state  aid  was  rendered  to  the  State 
University  and  the  Agricultural  College  for  maintenance  and  im- 
provements of  stations  established  in  connection  with  these  insti- 
tutions and  for  other  special  purposes  as  follows  for  the  biennial 
period  ending  June  30,  191 1 : 

State  University 

Maintenance  Improvements 

Biological  Station $  6,000               $  5,000 

Geological  Survey 2,000 

Mining  Station  10,000                   2,000 

Public  Health  Laboratory 10,000 


Total $28,000  $  7,000 

Agricultural  College 

Pure  Food  $  15,000 

Demonstration  Farms 24,000 

Geological  Survey  2,000 

Serum  Institute 6,000 

TJ  ..-pf ,,     ^afirl  <H»»^AI 

Pure  Seed 2,500 

Milling  Experiments 3,ooo 

Edgeley  Station 12,500 

Dickinson  Station 13,500 

Williston  Station  17,000 

Langdon  Station 20,000 

Hettinger    Station    10,000 

Total $125,000 

Summary  for  all  Institutions 

One  mill  tax_.____ _ $  503,023.91 

Special  appropriations  for  maintenance 96,200.00 

Special  appropriations  for  equipment  and  improvement 533,375>oo 

Appropriations  for  stations  and  special  purposes 160,500.00 

Total  aid  to  institutions  of  higher  learning  for  biennial  period— $1,293,098.91 

33 


Dividing  this  sum  by  two  we  find  that  the  state  appropriates 
annually  $646,549.00  for  the  support  of  the  institutions  of  higher 
learning.  These  statements  also  show  that  of  this  amount 
$185,000  is  appropriated  to  the  University,  $178,000  to  the  Agri- 
cultural College,  $165,000  to  the  Normal  Schools  and  $118,000  to 
the  other  schools,  namely,  School  for  the  Deaf,  School  of  Forestry, 
State  School  of  Science  and  Industrial  School.  This  total  annual 
appropriation  is  equivalent  to  a  tax  levy  of  approximately  two  and 
three-tenths  mills  on  the  dollar  of  the  total  valuation  of  the  state 
and  a  per  capita  cost  of  $1.12  based  on  the  total  population  of  the 
state. 

In  addition  to  the  federal  and  state  aid,  each  of  the  state  insti- 
tutions of  higher  learning  has  different  sources  of  local  annual  in- 
come. These  are  given  as  follows:*  (Experiment  Stations  not  in- 
cluded. ) 

University 

Fees  from  students  $  i3,537-n 

Dormitories 8,878.82 

Miscellaneous  2,844.29 

$  25,260.22 
Agricultural  College 

Sundry  receipts  in 

Special  funds  $    1,697.75 

Beverage  fund 27,262.81 

Farm  and  local  station 10,555.04 

$  39,515-60 
State  Normal  at  Valley  City 

Fees  from  students $    3,421.80 

State  Normal  at  Mayville 

Fees  from  students $    2,857.50 

Miscellaneous  collections  838.20 

Dormitory   2,393.14 

$    5,088.84 
School  for  the  Deaf 

Miscellaneaus  collections $       638.04 

Industrial  School 

Miscellaneous  collections  $    1478.71 

Total $  75,403.21 

The  annual  cost  of  the  various  branches  of  education  in  North 
Dakota  for  one  year  is  $5,903,372.00  exclusive  of  private  schools. 
This  figure  is  for  the  fiscal  year  ending  June  30,  1910,  that  being  the 
date  on  which  the  last  published  reports  were  made.  Of  this  sum 

*Quarterly  Journal,  July,  1912,  P.  369. 

34 


$1,369,674-°°  was  f°r  permanent  improvements,  $425,134.00  for 
special  purposes  and  $4,108,564.00  for  maintenance.  Of  the  total 
sum  expended,  eighty-two  per  cent  was  used  for  the  common 
schools  and  high  schools  and  eighteen  per  cent  for  the  institutions 
of  higher  learning.  Seventy-nine  per  cent  of  the  sum  was  raised 
by  taxation,  eighteen  and  seven-tenths  per  cent  was  derived  from 
the  school  land  grant,  one  and  one-tenth  per  cent  was  received  by 
direct  appropriation  from  the  Federal  Government  and  one  and 
two-tenths  per  cent  was  collected  in  fees  and  other  local  income. 
143,551  students  were  enrolled  during  the  year,  excluding  those 
attending  private  schools.* 

Theoretically,  institutions  are  supposed  to  spend  each  year  one- 
half  of  their  biennial  appropriations  for  improvements;  in  fact, 
however,  the  greater  portion  is  expended  during  the  first  year  of 
the  biennial  period. 

At  this  point  it  may  be  interesting  to  see  how  much  North 
Dakota  spends  on  education  as  compared  with  some  of  the  neigh- 
boring states.  This  comparative  data  is  set  forth  in  the  following 
table: 


Annual  Expenditures 


S.  Dakota 


Minnesota 


Wisconsin 


Maintenance $3,556,924    $3,386,490    $11,745,416    $12,575.944    $  9,461,415 

Improvements  _   _     1,002,734         535,930        i,979,O2i        1,135,522        1,774,356 
Bonds  redeemed  _         72,390         145,591 


Total $4,829,231     $4,068,011     $13,724,427    $I3,7H,466    $11,235,771 


Enrollment 139,802         126,253          440,083 

Cost    per    pupil 

based  on  cost  of 

maintenance 25.44  26.05  26.69 

Cost  per  capita 
based  on  popula- 
tion of  state  _  _  6.16  5.63  5.66 


510,661          460,4^0 
24.62  25.47 

5.65  4-8i 


A  few  interesting  facts  may  be  gleaned  from  the  above  table. 
Each  person  in  North  Dakota  contributes  more  to  support  educa- 
tion than  does  the  average  citizen  in  neighboring  states.  To  offset 
this,  however,  we  spend  less  per  pupil  than  do  our  neighboring 
states  except  Iowa.  This  situation  is  explained  by  the  fact  that 
North  Dakota  has  a  larger  number  of  children  attending  school  in 
proportion  to  her  population  than  these  other  states.  Twenty-four 
per  cent  of  North  Dakota's  population  attended  the  common 
schools,  during  1909-10  as  compared  with  twenty-one  per  cent  in 
South  Dakota  and  Minnesota,  twenty  per  cent  in  Wisconsin  and 
twenty-two  and  one-half  per  cent  in  Iowa. 

The  published  reports  of  the  county  superintendents  as  given 
in  the  report  of  the  state  superintendent  do  not  show  the  cost  per 
student  in  the  rural,  graded,  consolidated  and  high  schools.  On 
account  of  the  limited  time  given  by  the  editors  for  the  preparation 
of  this  article  it  was  not  possible  to  collect  statistics  from  the  dif- 

*Quarterly  Journal,  July,  1912,  pp.  372-373. 

35 


ferent  counties  of  the  state.  We  have,  however,  been  able  to  secure 
such  data  for  Grand  Forks  County,  which  is  shown  in  the  following 
table,  in  which  is  also  included  the  cost  per  student  in  the  higher 
institutions : 


TABLE  SHOWING   PER  CAPITA   COST  OF   EDUCATION    IN    NORTH   DAKOTA 


SCHOOLS 

Enroll- 
ment 

Cost 
Per  Student 
Per  Annum 

Cost 
Per  Student 
Per  Month 

Cost 
Per  Student 
Per  Day 
of  Actual 
Attendance 

Average  Monthly  Waee 
of  Teachers 

Men 

Women 

First  class  high 
schools     and 
grades  
Second    class 
high    schools 
and  grades  
Third  class  high 
schools      and 
grades  _  
Graded  schools 
doing   high 
school  work  _ 
Graded  schools 
Township    con- 
solidated 
graded  sch'ls™ 
Village    consol- 
idated   graded 
schools20    _    _ 
Rural  schools  _ 
University    _    _ 
Agricultural 
College2i    _    _ 
Valley  City 
Normal22    _    _ 
Mayville  Norm'l 
School  for  Deaf 

$3L03 
27.8l 
27.IO 

29.38 
27.00 

62.14 

4s§ 
26.58 

223.00 
203.13 

108.50 
190.00 
405.00 

$  3-45 
3.09 
3-01 
3-33 

3-00 
6.90 

3.84 
2.95 
24.77 

22.57 

I2.OO 
21.00 
49-00 

$  0.20 
.20 
.21 

•25 
.22 

•47 

•27 
•30 

$142.75 
IOO.OO 
100.00 

82.66 
75.00 

65.00 

100.00 

52.00 

$70.92 
57.18 
56.25 

54-77 
52-33 

55-00 

56.25 
48.35 

736 
IIQO 
722 

216 

76 

2.     Specific  Financial  Statements  for  the  Year  Ending  July  i,  1911. 

These  items  do  not  show  all  expenditures  in  some  cases  such 
as  buildings,  but  do  show  expenditures  for  instruction  and  main- 
tenance. 

(a)   The  University  of  North  Dakota 

Amount  of  income $320,620 

Sources  of  income: 

Mill  tax  $  79,500 

Land    48,000 

Fees  from  students 17,200 

Board  and  dormitories  47,000 

Special  appropriations 36,800 

Building  appropriations   59,ooo 

All  other  sources 32,720 

36 


Expenditures : 

Maintenance  of  plant,  heating,  lighting,  repairs, 

janitors $  49,9*0 

Purchase  of  equipment 13.000 

Salaries  of  administration I9,50O 

Maintenance  of  dormitories 4i|000  b-t 

Maintenance   of   boarding    department 40,500 

Salaries  of  instruction H3>5OO 

(b)  The  Agricultural  College 

The  figures  below  do  not  include  expenditures  for  experimental  stations, 
nor  receipts  from  federal  government  for  that  purpose. 

Amount  of  income $158,693 

Sources  of  income: 

Mill  tax  $  48,124 

Land    58,514 

Fees  from  students 4,560 

Boarding   department    24,204.68 

Building  appropriations 105,000 

Received  from  federal  government 45,ooo 

Expenditures : 

Maintenance  of   plant   heating,    lighting,   repairs, 

janitors  $  37,939 

Purchase  of  equipment 20,380 

Salaries  of  instructors  85,418 

Salaries  of  administration    22,480 

Maintenance  of  boarding  department 21,311.08 

(c)  State  Normal  School,  Valley  City,  N.  D. 

Amount  of  income $160,044 

Sources  of  income: 

Mill  tax $  35,520.76 

Interest 742.78 

Fees  from  students 3,123.25 

Board  and  dormitories 24,012.99 

Special  appropriations 99,186.18 

Building  appropriations 25,358.11 

Balance  from  previous  year 44,000.00 

Expenditures : 

Maintenance    of    plant,    heating,    lighting,  re- 
pairs, janitors  $  74,946.31 

Purchase  of  equipment 6,313.48 

Salaries  of  instructors 47,786.23 

Salaries  of  administration  13,040.00 

Maintenance  of  dormitories 22,085.62 

(d)  State  Normal  School,  Mayville,  N.  D. 

Amount  of  income $  91,365.83 

Sources  of  income : 

Mill  tax $  31,276.60 

Lands  11,793.66 

Fees  from  students 1,748.50 

Board   and   dormitories 13,361.00 

Special  appropriations  11,899.31 

Building  appropriations 20,000.00 

All  other  sources 1,286.64 

Expenditures : 

37 


Maintenance    of    plant,    heating,    lighting,    re- 
pairs, janitors   $  16,098.48 

Purchase  of  equipment 5,494.47 

Salaries  of  instructors 20,053.21 

Salaries  of  administration  3,955-oo 

Maintenance  of  dormitories i,573-OO 

Maintenance  of  boarding  department 11,827.39 

Other  expenditures  on  grounds 19,198.54 

(e)  Academy  of  Science,  Wahpeton,  N.  D. 

Amount  of  income $  61,923.69 

Sources  of  income: 

Mill  tax $    9,222.45 

Lands  12,917.98 

Fees  from  students 1,827.35 

Board  and  dormitories 6,005.91 

Special  appropriations   15,430.06 

Building  appropriations 20,000.00 

Expenditures : 

Maintenance   of    plant,   heating,    lighting,   re- 
pairs, janitors  8,397.50 

Purchase  of  equipment  13,058.01 

Salaries  of  instructors 15,315.10 

Salaries  of  administration 4,660.00 

Maintenance  of  dormitories 976.08 

Maintenance  of  boarding  department 15,430.06 

Grounds  and  buildings 34>99i-45 

Total    $  69,669.26 

Deficit         $    7,642.57 

(f)  State  Normal  and  Industrial  School,  Ellendale,  N.  D. 

Amount  of  income $  44,766.11 

Sources  of  income : 

Mill  tax __$  16,815.10 

Lands  13,843.70 

Fees    from    students 602.45 

Board  and  dormitories 5,052.70 

Special   appropriations  1,400.00 

All  other  sources 7,052.00 

Expenditures  : 

Maintenance   of   plant,    heating,    lighting,    re- 
pairs   and    janitors 16,424.85 

Purchase  of  equipment  8,405.77 

Salaries  of  instructors 13,468.28 

Salaries  of  administration 3,087.76 

Maintenance  of  boarding  department 1 4,801.85 

(g)  State  School  of  Forestry,  Bottineau,  N.  D. 

Amount  of  income $  18,248.00 

Sources  of  income: 

Mill  tax $    4,816.00 

Fees   from  students   378.00 

Special   appropriations  6,628.00 

Balance    6,426.00 

38 


Expenditures : 

Maintenance    of    plant,    heating,    lighting,    re- 
pairs, janitor  $  3,107.00 

Purchase  of  equipment  4,949.00 

Salaries  of  instructors 8,189.00 

Salaries  of   administration 3,200.00 

3.     Statistical  Tables 

(a)     LAND  AND  BUILDINGS 


Land 
Endow. 
Acres 

Acreage 
Sold 

Acreage 
Remaining 

Campus 
Extent 
Acres 

No. 
Buildings 

Value 
Buildings 

University 

I26,OOO 

89,5OO 

36,5OO 

1  2O 

15 

$5OO,OOO 

Agricultural   College   _   _ 
Valley  City   Normal 

130,000 
5O,OOO 

93,776 

36,223 

IOO* 
C7 

M 
Q 

532,000 
^2,000 

Mayville  Normal  
Academy  of  Science 

30,000 
4O,OOO 

8,250 

21,750 

25 
2O 

4 
6 

165,000 
I38,OOO 

Normal  and 
Industrial    School 

4O,OOO 

51 

6 

I24,OOO 

School  of  Forestryf 

1C 

-10 

7 

38,OOO 

*Does  not  include  the  Experimental   Farm. 
fi5  acres  purchased. 

Additional  Features 

At  the  University  is  maintained  the  Public  Health  Laboratory 
of  the  state,  with  branches  at  Bismarck  and  Minot.  Besides  this, 
there  is  under  the  direction  of  the  Board  of  Trustees,  the  Biological 
Station  at  Devils  Lake  and  the  Mining  Sub-Station  at  Hebron. 

The  Agricultural  College  maintains  an  Experimental  Station  at 
Fargo,  supported  by  the  federal  government  and  the  state.  It  also 
carries  on  under  the  direction  of  the  Board  of  Trustees,  the  work 
at  the  various  district  experimental  stations,  as  well  as  the  work 
provided  for  under  the  Pure  Food  Laws,  Pure  Seed  Law,  and  the 
registration  of  stallions. 

(b)     NUMBER  OF  OFFICERS,  INSTRUCTORS  AND  EMPLOYES 


Admin. 
Officers 

II 

<U 

11 

11 

a  !> 

<  OL, 

5 

js 

% 

< 

3 

University    ________ 
Agricultural  College 

5 

5 

10 
II 

19 

25* 

14 
26 

27 

I? 

10 

16 

20 

Valley  City  Normal  _  _ 

4 

6 

16 

38 

T-I 

Mayville   Normal   _ 

2 

2 

17 

Academy  of  Science 

2 

I 

9 

6 

•J 

Normal  and  Industrial  School 

2 

2 

14 

7 

School  of  Forestry       _   _ 

I 

2 

5 

2 

^Includes  heads. 


39 


(c)     SALARIES 


President 

Deans 

Full 
Prof. 

Asso. 
Prof. 

Asst. 
Prof. 

Instr. 

Assts. 

University  _  —  — 

$6000* 

$3500 

$2500 
3OOO 

$20OO 
2^00 

$1500 
20OO 

$  800 
I5OO 

$   500 
800 

Agricultural  College  1 

Z.AQQ 

24OO 

I4.OO 

7OO 

3OOO 

2^OO 

I80O 

moo 

Valley  City  Normal 

CQOO 

22^0 

l6oO 

675 

!Mavville  Normal 

3600 

2OOO 

800 

AraHpmv  of   Science 

3000 

Normal    and    Indus- 
trial School 

2^00 

i6=;o 

IOOO 

QOO 

School  of  Forestry  _ 

2OOO 

2OOO 

5*^* 

765 

'"House. 


(d)     STUDENTS  1911-12 


College 

H.  S. 

Grades 

s.  s. 

Short 
Course 

Corr. 
Courses 

Total 
Regis- 
tration 

University 

611* 
194 

167* 

50* 
26 

37 

140 

493 
472 

135 

147 

163 

54 

O 

425 
211 
0 

45 

240 

125 

645 

164 

91 

94 

9QI 

1117 
1493 
352 
328 

366 
68 

Agricultural   College   _   _ 
Valley  City   Normal  _   _ 
Mayville  Normal  _  _  — 
Academy  of  Science  
Normal  and  Industrial 
School 

Incl.  ir 

grades 

68 
62 

School  of  Forestry  _  _  _ 

^Includes  Summer  School  Students  of  College  Standing. 

SUMMARY  OF  LOCAL  AND  STATION  APPROPRIATIONS 

FOR  STATE  EDUCATIONAL  INSTITUTIONS 

FOR  PAST  TEN  YEARS. 


UNIVERSITY                         ||        AGRICULTURAL  COLLEGE 

Local 

Stations 

Total               Local      |     Stations 

Total 

1911                 

$135,200 
151,000 
84,235 
78,000 

$  53,000 
53,000 
14,000 
2,000 
2,000 
1,000 
$125,000 

$188,200 
204,000 
98,235 
80,000 
2,000 
1,000 
$573,435 

$252,000 
203,000 
150,000 
105,400 
11,000 
24,000 
$745,400 

$  57,600 
61,500 
50,775 
22,000 
12,000 
1,000 
$204,475 

$309,600 

264,500 
200,775 
127,400 
23,000 
25,000 
$950,275 

1909 

1907 

1905 

1903                

1901              

Totals     

$448,435 

SUMMARY  OF   TOTAL  APPROPRIATIONS   FOR  STATE 

EDUCATIONAL  INSTITUTIONS 

FOR  PAST  TEN  YEARS 


University 

Agricul- 
tural 
College 

Valley 
City 
Normal 

Mayville 
Normal 

Industrial 
School 

State 
School 
of 
Science 

School  of 
Forestry 

Minot 
Normal 

1911 

$188  200 

$309  600 

$  82,100 

$  31,8991 

$  35,500| 

'$  31,250 

$  12,000 

$200,000 

1909               

204000 

264,500 

133,875 

56,500 

36,800 

59,700 

20,000 

1907 

98235 

200775 

57  563 

53  500 

133  800 

32600 

25000 

1905 

80000 

127  400 

80695 

45000 

49,400 

7  000 

1903 

2000 

23000 

24,000 

1901 

1000 

25  000 

15  000 

15000 

14000 

Totals 

$573  435 

$950  275 

$369,233 

$201,899 

$193,500 

$130,550 

$  57,000 

$200,000 

| 

40 


IV.     VIEWS  OF  AUTHORITIES 

During  the  summer  circular  letters  were  sent  to  presidents  of 
universities,  agricultural  colleges  and  normal  schools,  and  to  super- 
intendents of  public  instruction  in  different  states.  From  many  of 
these  letters  were  received  in  reply,  and  the  following  matter  has 
been  gathered  from  these  replies  from  many  sources. 

I.  Definitions 

"The  State  University,  in  short,  should  include  all  the  functions 
of  education  above  those  performed  by  the  secondary  schools." 

"The  provisions  made  by  the  State  for  trade  or  industrial 
schools  in  such  a  state  as  you  indicate  naturally  would  not  be  so 
comprehensive  as  the  provision  made  for  agricultural  interests." 

"In  my  opinion  there  is  no  justification  for  a  school  of  science 
separate  from  the  other  institutions." 

"So  far  as  the  original  act  of  Congress  is  concerned,  my  opinion 
is  that  the  mechanic  arts  should  not  be  construed  as  relating  to  the 
School  of  Science,  but  rather  to  industrial  departments  in  which 
youth  are  trained  for  the  intelligent  use  of  those  arts.  It  does  not 
follow  at  all  that  all  these  should  be  subsidiary  to  agriculture." 

'The  pedagogical  departments  of  the  state,  which  in  my  judg- 
ment should  be  included  in  the  state  university,  should  include  the 
training  of  teachers  for  secondary  and  elementary  schools." 

H.  P.  JUDSON, 
President  of  the  University  of  Chicago. 

'"The  University  should  continue  the  education  of  those  who 
have  completed  work  in  local  high  schools  and  others  of  equivalent 
training;  should  give  extension  work  to  people  of  intellectual  zeal 
who  are  isolated  from  educational  opportunities ;  should  investigate 
particularly  problems  of  state  interest  exclusive  of  the  agricultural 
field;  should  train  teachers,  lawyers,  engineers. 

'The  agricultural  college  should  serve  essentially  the  same  pur- 
poses, but  confining  the  work  to  agriculture  in  a  broad  and  compre- 
hensive way." 

"A  normal  school  trains  teachers  for  grade  and  country  school 
positions.  Whether  the  normal  school  should  train  for  secondary 
schools  is  a  debatable  question." 

I  am  of  the  opinion  that  the  engineering  school  should  be 
connected  with  the  state  university.  Engineering  in  its  various 
leading  phases  should  be  recognized  in  such  a  school  and  the 
experimental  side  should  be  fully  emphasized.  I  interpret  the  term 
"mechanic  arts"  of  the  Morrill  Act  in  a  rather  restrictive  way." 

C.  P.  GARY, 

Supt.  of  Public  Instruction, 
State  of  Wisconsin. 

41 


"The  State  University  should  carry  on  the  work  in  literature, 
law,  medicine,  fine  arts,  and  the  humanities ;  the  agricultural  college, 
agriculture  and  industrial  subjects,  including  engineering.  The  well 
trained  university  student  does  not  need  the  normal  school.  The 
normal  school  was  designed  to  teach  the  teacher  how  to  teach.  The 
University  can  do  the  same  thing,  though  it  may  not  be  in  reach  of 
as  great  a  number  as  the  normal. 

"The  agricultural  college  should  do  what  the  law  creating  it 
says  it  should  do.  It  has  a  mission  of  its  own,  different  from  any 
other  institution.  The  agricultural  college  should  require  or  provide 
a  good  foundation  in  English  for  the  other  courses.  History  and 
economics  should  not  be  neglected." 

"A  large  majority  of  the  schools  have  interpreted  mechanic 
arts  to  mean  thorough  courses  in  all  engineering  lines,  which  is  the 
proper  interpretation.  They  are  essential  to  the  full  development 
of  our  industrial  resources.  They  are  closely  akin  to  agriculture, 
only  depending  upon  the  other  in  the  most  substantial  way/' 

R.  T.  MILNER, 

President,  Texas  College  of  Agriculture 
and  Mechanic  Arts. 

"The  State  University  should  be  the  capstone  of  the  educational 
system,  and  this  institution  should  reach  down  into  every  educa- 
tional institution  in  the  state.  The  State  Agricultural  College  should 
have  general  direction  of  all  scientific  investigation  in  behalf  of 
agriculture  and  should  be  in  charge  of  all  research  work  in  that 
field.  The  state  normal  school  should  have  direct  charge  of  the 
professional  training  of  teachers  for  the  public  schools  of  the  state. 
The  State  Agricultural  College  should  be  a  department  of  the  State 
University  and  under  its  control.  The  State  Normal  School  should 
be  entirely  distinct  and  separate.  There  should  not  be  a  separate 
School  of  Science. 

"The  School  of  Engineering  should  also  be  a  department  of  the 
University,  and  should  include  the  work  which  is  generally  given  in 
engineering  institutions. 

"The  normal  schools  of  the  State  should  train  teachers  to  give 
instruction  in  the  elementary  schools,  and  in  states  of  sufficient 
population  there  should  be  a  separate  institution  of  college  standard, 
such  as  a  State  Normal  College,  or  something  similar,  for  training 
teachers  for  secondary  schools." 

THOMAS  E.  PRUEGAN, 
Third  Commissioner  of  Education, 
New  York  State. 

"The  State  University  should  be  the  crown  of  the  educational 
system.  The  agricultural  college  should  educate  men  and  women 
for  farming.  The  normal  schools  should  prepare  teachers  for  the 
schools  in  the  state.  The  functions  of  the  University  should  be 
broader,  deeper  and  higher  than  those  of  the  agricultural  college. 

42 


There  should  be  no  antagonism  between  the  University  and  any 
other  state  institution,  for  if  each  has  a  faculty  made  up  of  high- 
minded  men  all  will  work  in  harmony  to  secure  the  best  results  for 
each. 

"The  Agricultural  College  should  really  be  a  great  trade  school. 
Other  trade  schools  should  be  subjects  of  consideration  only  after 
the  university,  the  agricultural  college  and  the  normal  schools  are 
well  provided  for.  Engineering  should  be  carried  on  in  connection 
with  the  University, — civil,  mining,  electrical,  according  to  the 
interests  of  the  state." 

PROFESSOR  H.  M.  SLAUSON, 

University  of  Michigan. 

"The  State  University,  in  my  judgment,  differs  chiefly  in  the 
greater  diversity  of  courses  offered,  and  is,  or  should  be,  more 
highly  professional.  I  personally  can  find  no  justification  for  a 
School  of  Science  separate  from  the  State  University  and  Agri- 
cultural College.  I  see  no  objection  to  maintaining  engineering 
courses  in  both  university  and  agricultural  college.  The  differentia- 
tion should  be  chiefly  in  the  extent  and  professional  character  of 
the  work  done. 

"The  phrase  "mechanic  arts"  has  caused  perplexity  in  every 
state  in  the  union.  I  incline  very  strongly  to  the  notion  that  the 
original  intent  of  the  term  was  a  course  of  study  that  should  be 
subsidiary  to  the  needs  of  the  agriculturalist  and  shop  man.  I  am 
aware  that  the  trend  of  the  normal  school  to-day  is  to  cover  the 
entire  field  of  educational  training.  While  there  is  excellent  argu- 
ment in  favor  of  this,  I  am  strongly  inclined  to  the  view  that  the 
highest  function  of  the  normal  school  is  to  train  particularly  for  the 
elementary  school.  I  see  no  objection,  however,  to  a  training  that 
should  include  in  its  purpose  proper  preparation  for  secondary  work. 
I  look  with  considerable  doubt  upon  the  college  idea  a?  connected 
with  the  normal  schools,  and  do  not  believe  that  they  are  prepared 
to  do  the  work  in  education  now  so  well  established  in  many  of  our 
universities." 

E.  T.  FAIRCHILD, 
Supt.  of  Public  Instruction,  State  of  Kansas. 

"The  University  should  give  universal  education  above  sec- 
ondary grade.  The  agricultural  college  should  give  agricultural 
education  strictly.  The  normal  schools  should  carry  on  the  training, 
but  not  the  education  of  teachers.  Agriculture  should  be  a  small 
part  of  the  University.  Engineering  should  be  carried  on  at  the 
University." 

"Mechanic  arts  refers  to  such  arts  as  the  farmer  would  need 
to  use;  certainly  not  mining  or  electrical  engineering. 

E.  G.  LANCASTER, 
President,  Olivet  College,  Mich. 

43 


"The  University  should  carry  on  higher  education,  including 
research  and  professional  training  of  all  kinds.  The  Agricultural 
College  should  carry  on  higher  education  for  the  pursuit  of  agri- 
culture and  leadership  in  the  field  of  agriculture.  The  Normal 
Schools  should  carry  on  the  technical  training  of  teachers  for  the 
elementary  schools.  The  University  should  aim  to  teach  education 
as  a  function  of  society  and  as  the  means  of  training  secondary 
school  teachers,  principals,  superintendents  of  schools,  normal  school 
teachers,  college  and  university  teachers  of  education. 

"Engineering  should  be  given  in  connection  with  the  state 
university  or  the  state  agricultural  college  or  both,  the  last  if  the 
institutions  are  widely  separated  in  a  large  state.  The  term 
"mechanic  arts"  as  applied  to  the  work  of  the  agricultural  college 
should  in  general  be  interpreted  to  mean  such  aspects  of  the  me- 
chanic arts  as  are  contributory  to  training  in  agriculture  or  subsid- 
iary to  the  practical  needs  of  the  agriculturalist. 

PROFESSOR  PAUL  H.  HANNIS, 

Harvard  University. 

"Engineering  should  be  carried  on  by  the  University.  The 
institution  should  be  prepared  to  do  this  work  more  economically 
than  any  other,  and  at  the  same  time  the  work  can  be  done  to 
better  advantage. 

"The  term  "mechanic  arts"  is  broadening  very  much  in  the  last 
few  years;  it  may  have  to  receive  a  definition  from  the  courts. 
Engineering  is  naturally  connected  with  agriculture  in  this  state,  as 
we  have  so  much  irrigation  and  reclamation  work,  and  if  electricity 
is  to  be  used  on  the  farms  to  any  great  extent  in  the  future." 

EDWARD  HYATT, 
Supt.  of  Public  Instruction  State  of  California. 

"The  State  University  should  train  teachers  for  the  secondary 
schools,  and  the  normal  schools  for  the  elementary.  This  means 
that  the  University  must  be  provided  with  experimental  and  prac- 
tice schools. 

"Engineering  should  be  carried  on  in  connection  with  the 
University. 

"Mechanic  arts  in  the  original  statutes  seem  to  me  to  mean 
trade  schools  or  industrial  schools.  The  term  may  be  interpreted 
possibly  to  include  engineering  schools.  It  clearly  does  not  mean  a 
general  school  of  science,  but  applied  science,  as  in  engineering. 
Do  not  follow  Michigan,  Iowa,  Missouri  and  New  York  in  creating 
separate  colleges  unless  you  can  equip  your  state  university  in  a 
way  to  make  its  training  practical  and  effective." 

PROFESSOR  THOMAS  M.  BALLIOT, 

New  York  University. 

"The  State  University  should  be  the  scientific  and  literary  head 
of  the  state  educational  system.  The  Agricultural  College  should 

44 


be  a  professional  school  of  agriculture.  The  Normal  School  should 
train  teachers  for  the  elementary  schools  of  the  state.  I  think  a 
few  secondary  schools  in  the  trades  and  agriculture  may  wisely  be 
maintained,  and  in  close  connection  with  the  university  and  its 
school  of  agriculture. 

"I  doubt  whether  a  separate  school  of  science  of  collegiate 
grade  is  justified. 

"Engineering  is  best  carried  on  in  connection  with  the  state 
university.  The  interpretation  of  the  Department  of  the  Interior 
has  warranted  payments  for  engineering  subjects  in  schools  separate 
from  but  coordinate  with  the  agricultural  college." 

ELMER  E.  BROWN, 
President  of  New  York  University; 
Former  U.  S.  Commissioner  of  Education. 

"It  is  a  great  blunder  to  separate  the  university  from  the  agri- 
cultural college.  To  make  either  effective  there  must  be  large 
libraries  and  laboratories  in  science,  and  thus  much  duplication  is 
necessary. 

"The  normal  school  is  more  or  less  temporary  and  should  not 
atempt  specialized  work  outside  of  education. 

"Provision  should  be  made  for  trade  and  industrial  schools, 
though  less  than  in  a  manufacturing  state. 

"Engineering  may  be  carried  on  in  one  or  the  other,  ultimately 
in  both ;  usually  in  the  agricultural  college  first,  and  later  duplicated 
in  the  university. 

"Mechanic  arts  is  usually  interpreted  as  engineering;  better,  a 
real  school  of  science  with  practical  bearings,  as  agriculture,  forestry, 
engineering. 

"Normal  schools  should  not  duplicate  the  work  of  the  college 
of  arts  or  become  degree-granting  institutions.  Do  all  you  can  to 
concentrate  higher  training." 

DAVID  STARR  JORDAN, 
President  of  Leland  Stanford  University,  California. 

"The  University  should  train  secondary  teachers,  the  normal 
schools,  elementary.  A  state  university  will  dry  up  unless  it  has 
modern  applied  education.  I  would  suggest  branches  of  engineering, 
law,  medicine,  business,  etc. 

"Engineering  should  be  carried  on  mostly  in  the  University. 
It  would  be  suicidal  to  have  a  separate  school  of  engineering.  What 
should  be  done  is  to  unite  the  University  and  Agricultural  College. 
In  this  case,  mechanic  arts  applies  only  to  such  arts  as  are  needful 
in  agriculture." 

PROFESSOR  CHARLES  DEGARMO, 

Cornell  University. 

"I  believe  that  the  function  of  the  State  Normal  School  is  to 
train  elementary  teachers. 

"I  believe  it  is  the  function  of  the  agricultural  college  to 
cultivate  the  applied  arts  of  agriculture  and  commerce. 

45 


"I  believe  that  the  State  University  should  be  the  most  compre- 
hensive institution  and  should  include  departments  of  all  types.  I 
believe  the  State  University  should  have  a  vigorous  department  of 
education,  devoted  primarily  to  the  training  of  elementary  teachers 
and  supervisors  and  the  pursuit  of  scientific  study  of  educational 
problems.  I  do  not  believe  there  should  be  any  rivalry  between  these 
departments  and  the  State  Normal  School. 

"How  far  the  Agricultural  College  and  the  Normal  School 
should  cultivate  the  higher  branches  of  scientific  research  depends, 
it  seems  to  me,  entirely  upon  the  ability  of  the  state  to  support  ade- 
quately more  than  one  department  for  scientific  research  along 
various  lines.  I  should  say  that  research  should  always  be  in  some 
measure  a  part  of  the  duty  of  all  faculties. 

"I  believe  that  the  engineering  school  can  be  most  advantag- 
eously operated  in  conjunction  with  the  State  University.  I  believe 
that  this  arrangement  is  more  advantageous  than  the  relation  between 
the  Agricultural  College  and  the  Engineering  School. 

"As  I  have  before  stated,  it  seems  to  me  that  any  good  institu- 
tion must  carry  on  some  research  work  in  science.  I  believe,  there- 
fore, that  there  is  some  justification  for  the  interpretation  of  the 
term  "mechanic  arts"  in  such  a  way  as  to  include  the  sciences.  I 
should  not,  however,  be  disposed  to  believe  that  the  chief  facilities 
for  scientific  investigation  should  be  located  at  the  Agricultural 
School.  The  University  seems  to  me  to  be  the  better  center  for  this 
scientific  work. 

"I  believe  that  a  state  institution  should  be  interested  in  indus- 
tries at  least  through  extension  courses.  Personally,  I  am  in  favor  of 
taking  care  of  industrial  education  through  the  enlargement  and 
modification  of  existing  educational  institutions :  that  is,  Elementary 
and  High  Schools  throughout  the  state." 

"Whether  Normal  Schools  should  duplicate  the  work  of  the 
College  of  Arts  would  depend  not  so  much  on  the  desirability  of 
training  secondary  school  teachers  as  on  the  means  of  training 
adequately  the  number  of  elementary  school  teachers  now  needed 
for  our  public  schools.  The  relatively  few  teachers  who  can  be 
turned  out  from  our  normal  schools  now  are  urgently  needed  to 
develop  our  elementary  schools.  To  withdraw  any  of  the  energy  or 
support  of  the  normal  school  from  the  elementary  schools  in  order  to 
do  a  little  work  in  the  training  of  secondary  school  teachers  seems 
to  me  to  be  inadvisable.  I  believe  that  the  better  arrangement  would 
be  for  the  normal  schools  to  cultivate  so  intimate  a  relation  with 
the  state  university  that  a  student  may  be  transferred  without  losing 
credit  from  a  normal  school  to  a  university  if  he  turns  out  to  be  the 
kind  of  person  who  can  make  a  good  secondary  school  teacher.  The 
normal  school  could,  I  believe,  with  great  advantage  confine  its 
attention  to  the  problem  of  training  elementary  teachers." 

PROFESSOR  CHARLES  H.  JUDD, 
Director,  School  of  Education,  University  of  Chicago. 

46 


"The  State  University  should  have  charge  of  those  branches 
of  science  and  literature  which  can  be  pursued  only  or  chiefly  by 
men  who  have  leisure  for  a  long  course  of  liberal  education ;  and  it 
should  have  as  integral  parts  of  it  those  lines  of  professional  study, 
like  medicine  or  law,  which  require  long  periods  of  preparation. 
The  State  Agricultural  College  should  occupy  itself  with  the 
teaching  of  agriculture  and  allied  subjects  to  those  who  have  less 
time  at  command ;  and  the  normal  school  should  prepare  for  teach- 
ing under  similar  conditions. 

"The  School  of  Science  in  general  should  be  a  part  of  the  State 
University.  The  school  of  sciences  more  immediately  related  to 
agriculture  may  go  with  the  agricultural  college. 

"First  class  work  in  engineering,  particularly  mechanical  and 
electrical  engineering,  involves  so  much  higher  mathematics  that  it 
is  best  done  in  connection  with  the  university. 

"I  have  never  been  able  to  decide  definitely  just  what  Congress 
did  have  in  mind  in  the  phrase  'mechanic  arts';  but  I  believe  that 
there  is  enough  latitude  in  the  phrase  to  allow  the  state  authorities 
to  apply  the  grant  under  either  interpretation. 

"It  does  not  seem  to  me  that  the  normal  school  should  duplicate 
the  work  of  the  college  of  arts;  but  it  might  perhaps  with  advan- 
tage have  special  courses  in  which  people  who  intended  to  be  teachers, 
who  had  already  taken  a  course  in  arts,  should  prepare  themselves 
for  work  in  the  higher  classes  of  secondary  schools." 

ARTHUR  T.  HADLEY, 
President  of  Yale  University. 

"The  State  University  should  affect  the  standards  of  the  sec- 
ondary schools  of  the  state  and  should  prepare  teachers  for  such 
schools,  also  superintendents  and  other  leaders.  The  State  Agri- 
cultural College  should  prepare  agricultural  teachers;  the  normal 
schools  should  train  only  teachers  for  the  secondary  schools.  The 
State  University  should  attend  to  higher  general  education  and  other 
professional  education  than  that  of  the  agricultural  college  and  the 
training  of  elementary  school  teachers.  My  preference  is  that  the 
engineering  work  should  be  done  in  the  University,  but  certain 
departments,  such  as  sanitary  engineering,  might  come  more  under 
the  agricultural  college. 

"It  seems  to  me  that  the  words  'mechanic  arts'  are  now  quite 
meaningless  in  this  connection.  They  have  been  interpreted  to  mean 
the  enginering  profession.  I  cannot  see  any  reason  for  the  separa- 
tion." 

DAVID  SNEEDEN, 
Com'r  of  Education,  Massachusetts. 

"The  University  should  carry  on  general  instruction  and  inves- 
tigation in  the  arts  and  sciences  and  the  practical  arts  of  govern- 
ment, law,  medicine,  commerce,  journalism,  and  others.  The  Agri- 
cultural College  should  carry  on  the  study  of  sciences  in  their 

47 


practical  application  to  agriculture  and  the  mechanic  arts.  The 
normal  school  should  carry  on  the  preparation  of  teachers  for  all 
grades  of  the  public  school  system. 

"Engineering  may  properly  be  united  with  agriculture  or  be 
put  in  a  separate  institution. 

"The  State  Universities  should  administer  all  forms  of  higher 
education  other  than  normal  school  work  and  agricultural  work. 
The  State  Agricultural  School  should  have  for  its  special  function 
the  development  of  agriculture.  This,  according  to  the  Merrill 
grant,  should  include  the  mechanic  arts,  but  not  technical  engi- 
neering. The  science  of  engineering  should  be  taught  in  the  State 
University. 

"Mechanic  arts  were  originally  intended  to  include  the  prac- 
tical application  of  engineering  in  the  industrial  walks  of  life.  I 
do  not  believe  that  technical  scientific  schools  were  ever  contem- 
plated in  the  Morrill  grant. 

"The  normal  schools  were  not  designed  to  prepare  teachers 
for  secondary  schools. 

FREDERICK  E.  BOLTON, 
Department  of  Education,  University  of  Washington. 

"The  State  University  differs  from  other  institutions  in  being 
a  universal  institution  for  doing  the  highest  grade  educational  work 
done  in  the  state.  The  high  grade  professional  engineering  should 
be  done*  at  the  University.  The  mechanic  arts  and  necessarily 
associated  engineering  work  should  be  done  at  the  agricultural 
college. 

"Mechanic  arts  refers'  to  industrial  departments,  as  I  under- 
stand it ;  the  words  have  never  been  legally  interpreted.  The  United 
States  department  has  interpreted  them,  however. 

"The  normal  schools  should  not  prepare  teachers  for  the 
secondary  schools. 

FRANK  E.  STRONG, 
Chancellor  of  University  of  Kansas. 

"The  University  should  act  as  the  head  of  the  educational 
system  unhampered.  The  agricultural  college  should  handle  in  a 
broad  way  agricultural  education.  The  normal  schools  should 
prepare  teachers  for  the  grades. 

"Engineering  should  be  taught  in  the  University,  where  it  will 
be  able  to  have  its  first  and  largest  development. 

"Mechanic  arts  was  originally  thought  of  as  subsidiary  to  the 
needs  of  the  agriculturist.  A  consistent  educational  policy  would 
hold  to  this  view  as  far  as  a  separate  agricultural  college  is  con- 
cerned. 

"The  logical  place  for  a  real  school  of  science  is  in  the  university. 

"Normal  schools  should  not  prepare  teachers  for  the  secondary 
schools  or  grant  degrees." 

THOMAS  F.  KANE,  President, 

University  of  Washington. 

48 


"The  University  should  deal  with  every  phase  of  knowledge 
save  the  two  special  fields  reserved  to  the  agricultural  schools  and 
the  normal  schools.  Its  true  functions  are,  first  research,  second 
the  conservation  of  knowledge  and  traditions,  and  third  the  dissem- 
ination of  knowledge  and  the  direction  of  external  efforts  seeking 
to  solve  the  problems  of  society  and  the  state. 

"The  agricultural  college  should  guide  the  agricultural  products 
of  the  state,  disseminate  agricultural  knowledge  throughout  the 
state,  experiment,  and  train  teachers  of  agriculture. 

'The  normal  school  should  train  teachers  for  the  elementary 
schools. 

"The  State  University  should  be  the  crown  and  head  of  the 
public  school  system,  and  in  this  capacity  should  be  the  leader, 
inspirer  and  director  of  all  other  divisions  of  the  system.  To  this 
end,  it  should  not  only  be  the  conserver  of  ideals  and  of  knowledge, 
but  also  the  direct  servant  of  the  various  constituencies  of  the  state 
and  a  ready  contributor  to  the  solving  of  social  problems. 

"I  think  the  state  should  provide  few,  if  any,  trade  schools. 
Its  activity  in  this  line  should  be  determined  by  two  principles :  first, 
the  greatest  good  to  the  greatest  number;  and  second  the  devel- 
opment of  future  resources  and  the  means  of  administering  them. 

"Engineering  should  be  carried  on  either  in  a  separate  school 
or  in  a  separate  college  or  department  of  the  University;  certainly 
not  in  the  agricultural  college. 

"The  term  mechanic  arts  is  interpreted  as  the  development  of 
only  so  much  of  the  mechanic  arts  as  is  essential  to  the  completer 
understanding  of  agriculture. 

"The  normal  schools,  if  they  fulfill  their  duty,  will  have  all  they 
can  to  do  to  prepare  teachers  for  the  elementary  schools.  Exper- 
ience too  is  proving,  I  think,  that  teachers  for  the  secondary  schools 
can  best  be  prepared  in  the  college  or  university." 

PROFESSOR  C.  O.  DA  VIES, 
Dept.  of  Education,  University  of  Michigan. 

"Mechanic  arts  applies  to  the  application  of  mathematics,  chem- 
rstry  and  physics,  the  testing  of  material,  machinery  and  mechanical 
appliances.  All  these  are  vitally  connected  with  the  development 
of  an  agricultural  state  where  the  natural  rainfall  is  less  than  25 
inches. 

DAVID  FELMEY, 
President,  Illinois  Normal  University. 

"My  own  conviction  is  strong  that  a  public  system  of  education 
with  the  state  university  at  the  head,  if  ideally  organized,  would  not 
have  separate  institutions  of  any  kind  of  college  rank.  That  is  to 
say,  I  vastly  prefer  that  the  agricultural  college  and  all  other  colleges 
aiming  at  vocational  or  any  other  kind  of  education  should  be  a 
part  of  the  state  university.  The  original  act  of  Congress  alluded 
to  was  passed  at  a  time  when  education  was  preceding  under  its 

49 


old  definition,  and  aimed  at  the  education  of  a  very  few  people  as 
ladies  and  gentlemen  of  the  governing  class.  Now  education  has 
come  to  have  a  new  meaning,  and  some  agricultural  and  mechanical 
arts  colleges  that  were  established  by  the  land  grant  act,  and  which 
doubtless  under  the  circumstances  had  to  be  considered  as  separate 
institutions,  are  now  succeeding  best  when  they  have  been  made 
an  integral  part  of  the  university.  I  think  the  statement  cannot  be 
successfully  challenged,  that  the  strongest  work  in  agriculture  is 
now  being  done  in  the  state  universities  rather  than  in  the  separate 
agricultural  colleges.  If  this  is  true,  it  shows  decidedly  the  trend 
of  education  in  America. 

E.  DAVENPORT, 

Dean  and  Director  of  College  of  Agriculture, 
University  of  Illinois. 

"The  State  University  should  be  the  head  of  the  school  system 
and  do  all  of  the  higher  work  in  the  arts  and  sciences  usually  called 
collegiate  work,  and  maintain  professional  schools  for  the  training 
of  necessary  leaders  in  professional  and  civil  life.  It  should  admit 
only  from  the  high  school.  The  agricultural  college,  if  separate 
from  the  university,  should  not  seek  to  duplicate  university  courses 
except  so  far  as  necessary  to  do  so.  The  agricultural  college  should 
do  the  work  in  agriculture.  Some  duplication  is  inevitable,  but  the 
agricultural  college  should  meet  the  farmers  of  the  state  more  than 
half  way.  It  may  be  desirable,  therefore,  to  maintain  a  standard  of 
admission  lower  than  that/>f  the  university. 

"The  agricultural  college  should  be  free  to  work  in  all  lines, 
regardless  of  collegiate  traditions  or  generally  accepted  standards. 
I  doubt  whether  it  is  worth  while  for  such  a  state  as  North  Dakota 
to  attempt  trade  or  industrial  schools.  Your  interest  is  chiefly 
agriculture,  and  until  you  do  that  well  and  provide  for  all  who  need  it, 
you  cannot  afford  to  undertake  what  is  difficult  at  best  and  always 
expensive." 

"Engineering  should  always  be  done  at  the  State  University, 
unless  for  local  reasons  it  is  inexpedient.  Whatever  may  have  been 
the  purpose  of  the  founders,  recent  experience  shows  conclusively 
that  mechanic  arts  as  taught  in  the  agricultural  college  should 
always  be  subsidiary  to  the  practical  needs  of  the  agriculturalist. 
First  class  engineering  should  be  of  university  grade;  agriculture 
may  be,  but  it  should  also  meet  any  standard  desirable  for  the 
interests  of  the  farmer. 

"Normal  schools  should  not  prepare  teachers  for  the  secondary 
schools,  provided  proper  provision  is  made  by  the  university.  The 
trouble  is  that  the  university  does  not  do  its  work  well,  but  considers 
mere  academic  training  sufficient.  No  other  type  of  professional 
training  could  thrive  in  such  a  way." 

JAMES  E.  RUSSELL, 

Dean  of  Teachers  College,  Columbia  University,  New  York. 


'The  University  looks  toward  professional  study.  The  state 
college  looks  toward  agriculture  and  the  mechanic  arts.  The  normal 
school  looks  toward  the  training  of  teachers.  A  growing  state  like 
North  Dakota  can  afford  to  duplicate  some  work  in  these  institu- 
tions. 

"Engineering  should  be  carried  on  in  the  University  and  in  the 
agricultural  college.  Mechanic  arts  must  be  based  on  the  sciences; 
otherwise  the  pupil  is  cheated  in  the  kind  of  education  given  him  by 
the  state." 

NATHAN  C.  SHAFER, 
Supt.  Public  Instruction,  State  of  Pennsylvania. 

"The  State  University  carries  on  universal  education,  an  exam- 
ination of  all  fields.  The  agricultural  college  prepares  experts  in 
agriculture.  The  normal  school  prepares  teachers. 

"There  is  no   justification    for  a    separate   school   of   science. 
"Engineering  should  be  carried  on  in  the  University. 
"The  expression  'mechanic  arts'  should  be  interpreted  to  cover 
all  schools  whose  work  relates  to  mechanic  art  as  a  foundation." 

PROFESSOR  JOHN  W.  COOK, 
Illinois  Normal  College,  DeKalb,  III. 

"The  State  University  should  include  the  State  Agricultural  and 
State  Teachers'  College.  Normal  schools  should  be  special  schools 
for  training  those  who  are  to  teach  in  the  grades  and  the  small  high 
schools  where  salaries  and  outlook  will  not  justfy  employing  per- 
sons with  a  full  collegiate  training. 

"I  would  have  the  engineering  done  in  the  University,  the 
college  of  engineering  being  one  of  the  colleges  of  the  university 
on  a  par  with  the  college  of  agriculture  and  the  teachers'  college. 
If,  however,  the  land  grant  college  is  a  separate  institution,  I  should 
have  it  done  in  that  school,  permitting  the  University  to  confine  its 
attention  more  particularly  to  the  arts,  law,  medicine,  etc.  Of 
course  we  all  know  that  those  who  framed  the  original  act  of 
Congress  under  which  agricultural  and  mechanic  arts  colleges  were 
established  had  very  hazy  notions  of  education  as  it  now  exists.  I 
think  your  interpretation  of  mechanics  arts  as  engineering  is  a 
fairly  legitimate  on  ein  view  of  our  educational  development. 

"The  normal  school  might  very  well  make  provision  for  two 
years  of  the  college  course  and  then  permit  their  students  to  go  to 
the  university  to  take  their  final  degrees.  Only  those  who  have  had 
a  four  years  training  and  two  years  at  a  real  university  or  college 
of  the  first  rank  ought  to  become  teachers  in  the  better  high  schools. 
The  brightest  of  those  who  take  approximately  two  years  work  in 
the  normal  school  might  very  well  teach  in  the  high  schools  while 
studying  to  complete  their  work  in  the  university." 

S.  A VERY, 

Chancellor  of  the  University  of  Nebraska. 

si 


"In  a  state  in  which  agricultural  interests  predominate,  pro- 
vision should  be  made  for  agricultural  trade  schools.  Engineering 
should  be  carried  on  either  at  the  state  university  or  the  agricultural 
college,  preferably  the  former. 

"The  interpretation  of  mechanic  arts  under  the  law  of  Congress 
should  be  on  a  practical  rather  than  a  theoretical  basis.  In  the 
strictly  agricultural  college  it  should  be  restricted  to  so  much  of 
mechanic  arts  as  pertains  to  agriculture.  By  no  possibility  should 
the  words  be  interpreted  to  justify  a  school  of  science.  In  short,  my 
interpretation  is  that  mechanic  arts  should  be  subsidiary  to  the 
practical  needs  of  the  agriculturalist." 

CHARLES  R.  VAN  HISE, 
President,  University  of  Wisconsin. 

"The  State  University  should  consist  of  a  graduate  school, 
professional  colleges  and  a  college  of  liberal  arts.  Their  functions 
are  dependent  upon  local  circumstances.  The  university  should  be 
a  school  for  liberal  education  and  training  in  the  professions.  The 
agricultural  college  should  be  a  technical  school  to  train  for  indus- 
trial occupations. 

"A  normal  school  should  be  special  and  technical,  as  a  school 
for  the  training  and  developing  of  public  school  teachers. 

"The  agricultural  college  should  stop  its  scientific  work  with 
the  bachelor's  degree.  It  ought  to  have  rural  and  mechanical  high 
schools  as  its  foundation  rather  than  liberal  arts  high  schools. 
Mechanical  and  agricultural  engineering  have  an  appropriate  place 
in  the  agricultural  college. 

"Mechanic  arts  should  imply  the  teaching  of  such  high  grade 
workmen  as  are  now  obtained  from  Europe.  We  need  to  care  for 
the  common  man. 

"Normal  schools  should  prepare  teachers  for  escondary 
schools." 

H.  H.  SEELEY, 
President,  Iowa  State  Teachers  College. 

"The  State  University  furnishes  the  broadest  possible  educa- 
tion of  selected  men  and  women  for  leadership  in  all  lines  of 
public  service. 

"The  Agricultural  College,  whether  of  the  university  or  a 
separate  institution,  should  render  to  the  state  a  service  similar  to 
that  rendered  by  each  university  department,  namely,  to  train 
experts  in  this  field,  in  order  that  the  science  of  agriculture  may 
be  promoted. 

"The  state  normal  school  should  prepare  trained  efficient 
teachers  for  any  and  all  teaching  positions  in  the  state  school 
system ;  should  promote  educational  experiment  and  research ;  should 
promote  the  development  of  a  professional  ideal  among  teachers 
touching  scholarship,  culture,  ethical  relationships  and  public 
service. 

52 


"Since  the  university  offers  so  many  of  the  courses  required  by 
engineers,  it  would  be  economical  to  make  the  college  of  engineering 
a  dpartment  of  the  university,  This  is  especially  desirable,  since  the 
technical  demands  upon  the  modern  engineering  college  are  likely 
to  deprive  its  students  of  the  cultural  opportunities  which  the  uni- 
versity is  designed  to  furnish,  and  neglect  of  which  endangers  the 
highest  welfare  of  the  students. 

"I  interpret  the  words  'mechanic  arts'  as  coordinate  with  agri- 
culture. It  seems  clear  that  the  intent  of  the  act  was  to  promote 
agriculture  on  the  one  hand  and  schools  of  applied  science  on  the 
other. 

"Not  all  the  normal  schools  of  the  state,  perhaps,  should  attempt 
to  prepare  teachers  for  secondary  school  work;  but  in  many  states 
it  would  add  greatly  to  the  efficiency  of  educational  measures  if  one 
normal  school  most  favorably  situated  in  all  respects  should  assume 
the  functions  of  a  college  for  teachers  and  undertake  the  preparation 
of  teachers  as  indicated  above,  as  its  sole  endeavor." 

J.  F.  MILLSPAUGH, 
President,  Los  Angeles  State  Normal  School,  California. 

"The  University  should  carry  on  the  work  of  the  liberal  arts  and 
professional  schools,  the  agricultural  college,  applied  science  and 
technology,  normal  schools,  the  training  of  teachers.  The  Morrill 
Act  which  established  the  land  grant  colleges,  provides  for  the 
teaching  of  engineering  in  those  colleges.  This  question  does  not 
admit  of  any  discussion.  It  is  the  natural  place  for  the  teaching  of 
these  subjects  and  they  should  be  provided  for  in  the  agricultural 
colleges  and  not  elsewhere. 

"The  term  'mechanic  arts'  has  always  been  interpreted  and 
approved  of  in  the  practice  of  all  the  land  grant  colleges  in  the 
country  with  scarcely  any  exception.  It  does  not  mean  a  trade 
school;  it  does  not  mean  a  department  of  a  school,  but  it  means  a 
school  in  which  agriculture  and  engineering  branches  are  on  an 
equal  footing  and  being  pursued  to  an  equally  advanced  standing, 
according  to  the  needs  of  the  communiy  served  by  the  college." 

W.  E.  STONE, 
President,  Purdue  University. 

The  function  of  the  State  University  is  to  furnish  the  oppor- 
tunity for  a  four  year  non-professional  course  of  liberal  study  with 
additional  years  for  graduate  work  and  also  adequate  training  for 
preparation  for  the  recognized  professions  including  teaching.  The 
Agricultural  College  should  furnish  the  technical  training  necessary 
for  scientific  living  on  the  farm ;  and  the  Normal  Schools  the  prepa- 
ration of  teachers  for  the  common  schools. 

The  State  University  should  furnish  educational  opportunity  of 
every  kind  beyond  the  high  school  except  that  agricultural  training 
may  be  given  in  another  college  if  that  be  separately  organized  and 
preparation  for  elementary  school  training  may  be  given  in  the 
normal  school. 

53 


The  College  of  Agriculture,  if  separate! v  organized  may  dupli- 
cate so  much  of  the  general  courses  of  the  university  as  may  properly 
be  included  as  a  minor  culture  element  in  a  curriculum  which  is 
professedly  technical,  or  to  put  it  better,  the  agricultural  college 
curriculum  should  include  a  fair  amount  of  these  general  studies 
which  are  basic  and  contribute  to  the  purpose  of  agricultural  train- 
ing. 

The  normal  school  will  propably  duplicate  or  parallel  the  college 
curriculum  only  by  including  elementary  instruction  in  psychology 
and  education  and  by  that  amount  of  teaching  of  the  subject  matter 
of  general  studies  as  is  necessary  to  illustrate  sound  methodology 
in  the  common  schools. 

The  work  in  engineering  should  in  my  opinion  be  done  in  con- 
nection with  the  state  university  and  the  character  of  the  course 
should  be  distinctly  technical  in  definite  preparation  for  one  of  the 
various  branches  of  that  profession.  I  interpret  the  words  "me- 
chanic arts"  as  subjects  subsidiary  to  the  needs  of  the  agriculturist. 
For  reasons  of  economy,  harmony  and  sound  standardization  I 
believe  that  the  field  of  the  normal  school  in  a  state  system  of  edu- 
cation is  defined  in  the  preparation  of  elementary  teachers. 

PRESIDENT  GEORGE  E.  VINCENT, 

University  of  Minnesota. 

"The  best  service  to  the  state  will  be  rendered  if  the  state  uni- 
versity has  direct  control  of  all  higher  education  in  the  state,  includ- 
ing the  state  agricultural  college,  but  excluding  normal  schools. 
The  development  of  trade  and  industrial  schools  should  keep  pace 
with  the  needs  of  the  state.  There  is  no  logical  provision  or  other 
justification  for  a  school  of  science  separate  from  the  state  university. 

"The  work  in  engineering  should  undoubtedly  be  a  part  of  the 
state  university.  It  should  involve  such  phases  of  engineering  as 
the  particular  commonwealth  is  most  likely  to  be  in  need  of. 

"I  have  no  doubt  that  the  intention  was  to  interpret  mechanic 
arts  to  include  the  development  of  industrial  departments  directly 
in  connection  with  the  needs  of  agriculture.  The  presidents  of 
agricultural  colleges,  however,  have  chosen  to  give  the  widest  pos- 
sible interpretation  and  to  include  in  mechanic  arts  every  possible 
phase  of  engineering  or  any  other  subject,  no  matter  how  directly 
or  remotely  related  to  agriculture. 

"It  would  be  seriously  detrimental  to  the  interests  of  the  state 
to  attempt  to  equip  normal  schools  and  to  extend  the  course  suffi- 
ciently to  enable  them  to  prepare  teachers  for  the  secondary  as  well 
as  the  elementary  schools.  I  am  personally  a  graduate,  with  both 
a  bachelor's  and  a  master's  degree,  of  such  an  enlarged  normal  school, 
and  I  am  confident  that  I  would  have  been  better  prepared  for 
secondary  teaching  if  I  had  taken  the  last  two  years  of  the  four 
years  course  in  a  university." 

PRESIDENT  STRATTON  D.  BROOKS. 

University  of  Oklahoma. 
54 


2.  Control  and  Government 

"My  judgment  is  that  the  best  solution  for  the  problem  which 
arises  between  the  State  University  and  Agricultural  College  is  to 
have  friendly  joint  conferences  between  the  trustees  of  the  two 
institutions." 

PRESIDENT  W.  L.  BRYAN/ 

University  of  Indiana. 

"In  the  South  it  has  seemed  to  me  that  the  combination  of  the 
agricultural  college  and  the  state  university  has  not  been  so  suc- 
cessful as  each  of  these  working  alone.  I  believe  it  would  be  best 
for  each  institution  to  have  its  own  trustees  and  let  these  be  directed 
by  the  state  to  get  together  and  mark  out  a  course  of  study  for  each 
institution,  a  course  in  which  there  would  be  no  conflicts." 

PRESIDENT  D.  H.  HILL, 
North  Carolina  College  of  Agriculture 
and  Mechanic  Arts. 

"The  State  Legislature  three  years  ago  passed  a  law  providing 
for  a  commission  known  as  the  Board  of  Higher  Curricula.  This 
board  was  given  authority  to  make  the  necessary  investigation  to 
determine  the  extent  to  which,  if  at  all,  there  was  unnecessary  dupli- 
cation of  work,  and  to  establish  or  abolish  courses  at  either  insti- 
tution as  it  might  deem  best.  After  an  investigation  extending  over 
a  period  of  several  months  an  order  was  issued  under  which  the 
agricultural  college  was  to  continue  the  courses  as  heretofore  an- 
nounced, including  mechanical  engineering,  electrical  engineering 
and  mining  engineering,  and  the  University  was  to  discontinue  the 
courses  in  mining  and  mechanical  engineering.  The  University  had 
for  some  years  been  announcing  a  course  also  in  chemical  engineer- 
ing, but  as  there  had  been  no  students  pursuing  this  course,  it  was 
understood  by  the  Board  of  Higher  Curricula  that  it  would  not 
thereafter  be  announced.  No  special  reference,  however,  is  made 
to  this  in  the  official  order  issued  to  the  board.  At  present  the 
University  is  ginving  courses  in  electrical  and  civil  engineering." 

PRESIDENT  W.  J.  KERR, 

Oregon  Agricultural  College. 

"Permit  me  to  say  that  if  you  have  two  institutions  you  must 
of  necessity  have  duplication.  Placing  them  under  a  single  board 
will,  in  my  judgment,  not  remedy  the  matter  in  the  least,  nor  will 
it  remove  the  necessity  for  duplication.  Let  me  suggest  again  that 
the  matter  of  duplication  is  a  bugbear  and  nothing  else.  I  would 
suggest  that  the  best  method  of  getting  rid  of  duplication  in  your 
state  is  by  uniting  the  two  institutions  in  one  and  on  the  same  spot. 
I  do  not  mean  to  suggest  that  this  is  the  best  thing  to  do,  but  if 
the  bugbear  of  duplication  faces  you  that  is  the  only  sane  way  of 
getting  rid  of  it.  I  know  it  is  suggested  from  time  to  time  that  if  the 
two  institutions  in  a  state  where  there  is  a  state  university  and  an 

S3 


agricultural  college  were  put  under  a  single  board  it  would  eliminate 
the  rivalry  and  enable  such  a  board  to  lessen  the  cost  and  lessen 
duplication.  I  am  quite  sure  the  rivalry  will  in  no  sense  be  lessened 
by  this  means,  nor  will  the  cost  or  duplication,  unless  the  work  of 
the  institutions  is  seriously  crippled  and  hampered.  I  believe  that 
in  years  to  come  the  existence  of  the  two  institutions  in  Washington 
will  be  looked  upon  as  a  great  blessing  to  the  state." 

PRESIDENT  E.  A.  BRYAN, 
State  College  of  Washington. 

"Finally,  may  I  say  that  the  whole  question  is  one  that  can  be 
answered  only  with  reference  to  conditions  prevailing  in  the  state. 
In  a  large  state,  with  large  population  and  abundant  means,  it  is 
questionable  if  the  opposition  to  the  separate  agricultural  college  rests 
upon  a  sound  foundation.  In  a  small  state  like  Utah  and  others  it 
was  thought  an  error  in  the  beginning  to  separate  the  two.  In  this 
state,  however,  now  that  two  separate  institutions  have  existed  for 
so  long,  consolidation  would  probably  result  in  a  state  condition  that 
would  be  much  more  harmful  than  the  expenditure  of  a  few  thous- 
and dollars  annually  because  of  some  little  duplication.  I  believe 
the  legislature  of  our  state  did  a  wise  thing  in  defining  the  fields  of 
the  two  institutions.  In  other  states  where  the  two  schools  are  sepa- 
rate this  would  probably  be  the  very  best  means  of  settling  the 
difficulty." 

PRESIDENT  JOHN  WIDSON, 

Utah  Agricultural  College. 

"I  am  of  the  opinion  that  the  only  proper  solution  of  the  great 
question  of  duplication  o'f  work  in  the  higher  educational  insti- 
tutions of  our  state  is  the  complete  consolidation  of  these  institutions. 
To  maintain  an  agricultural  college  and  a  university  separately  on 
separate  sites  and  under  separate  management  means,  I  believe,  that 
there  will  always  be  a  scramble  for  money  before  the  legislature  and 
always  more  or  less  disagreeable  feelings  between  the  two  institu- 
tions. According  to  my  idea,  to  maintain  these  two  institutions  sep- 
arately is  like  dividing  the  two  parts  of  a  family  into  factions." 

PRESIDENT  E.  R.  KINGSBURY, 

Utah  State  University. 

"It  has  always  seemed  to  me  that  the  plan  of  directing  all  the 
institutions  through  a  single  board  of  control  is  not  the  best  method 
of  preventing  such  duplication  and  is  likely  to  introduce  evils  more 
serious  than  any  that  are  cured  by  it.  If  the  fields  of  the  two  insti- 
tutions are  too  vaguely  defined,  why  would  it  not  meet  every  need 
if  a  commission  such  as  this  should  be  authorized  to  make  a  thorough 
study  of  the  situation  and  present  to  the  legislature  a  draft  for  a  bill 
defining  the  field  of  such  institutions  in  such  a  way  as  to  exclude 
duplication  ?" 

PRESIDENT  W.  E.  GARRISON, 
New  Mexico  College  of  Agriculture  and  Mechanic  Arts. 

56 


''Doubtless  there  is  some  unneccessary  duplication  of  work, 
particularly  in  the  agricultural  college  and  the  university.  However, 
in  the  conferences  of  the  presidents  of  the  University,  the  Agricul- 
tural College  and  the  School  of  Mines,  held  four  times  each  year, 
the  matter  of  duplication  is  considered,  and  we  seek  so  far  as 
possible  to  avoid  it.  Before  these  conferences  were  established  it 
was  felt  that  there  was  much  unnecessary  duplication,  and  doubtless 
that  was  the  fact.  Some  still  remains,  but  it  is  our  expectation 
through  these  conferences  to  eliminate  much  that  now  exists  and 
to  guard  against  further  duplication  in  the  future." 

PRESIDENT  H.  B.  HUTCHINS, 

University  of  Michigan. 

I  note  that  North  Dakota  is  having  some  of  the  same  difficulties 
that  we,  in  West  Virginia,  have  had  and  are  having.  At  present 
we  have  a  committee  of  the  State  Teachers  Association,  working 
on  the  same  problem  that  your  commission  is  attempting  to  solve. 
This  applies  to  all  institutions  of  higher  learning  within  the  state. 
We  have,  as  you  doubtless  know,  a  single  board  of  five  men,  the 
State  Superintendent  being  a  member  ex  officio,  which  has  charge 
of  all  state  institutions  including  the  University,  two  Preparatory 
Schools,  all  of  the  State  Normal  Schools,  and  the  two  Colored  Insti- 
tutes. We  find  this  plan  much  more  satisfactory  than  a  separate 
board  for  each  institution,  though  as  yet  the  committee  of  the  State 
Association  has  made  no  definite  report  concerning  plans  which 
could  be  devised  tending  to  bring  the  denominational  schools  in 
closer  touch  with  the  state  school  system. 

M.  P.  SHAWKEY, 

State  Superintendent  of  Free  Schools, 
Charleston,  West  Virginia. 

In  Minnesota  we  have  no  Board  of  Education  having  charge  of 
the  various  state  educational  institutions. 

The  University  is  directed  by  the  Board  of  Regents,  consisting 
of  twelve  members ;  and  the  five  normal  schools  are  governed  by  the 
Normal  School  Board,  consisting  of  nine  members.  The  State 
Superintendent  is  an  ex-officio  member  of  each  of  these  bodies.  The 
high  and  graded  schools  are  under  the  direction  of  the  so-called  High 
School  Board,  consisting  of  five  members,  the  President  of  the  State 
University,  the  President  of  the  Normal  Board  and  State  Super- 
intendent of  Public  Instruction  being  ex  officio  members. 

This  arrangement  has  worked  very  satisfactorily  in  Minnesota 
without  any  appreciable  friction  or  rivalry  among  the  different 
institutions.  An  effort  was  made  at  the  last  session  of  the  legislature 
to  create  a  State  Board  of  Education  to  take  the  place  of  the  State 
Normal  Board,  State  High  School  Board  and  one  or  two  minor 
boards,  but  the  bill  was  not  presented  to  the  legislature  as  inves- 

57 


tigation  proved  that  the  present  arrangement  was  very  satisfactory 
and  workable. 

C.  G.  SCHULZ, 

Superintendent  of  Public  Instruction, 
St.  Paul,  Minnesota. 

The  presidents  of  the  University  of  Michigan,  the  Michigan 
Agricultural  College  and  Michigan  College  of  Mines  have  been  in 
conference  recently  in  regard  to  arranging  their  courses  so  that 
there  will  be  as  little  duplication  as  possible  in  their  institutions.  In 
addition  to  this  the  State  Board  of  Education  has  just  decided  to 
emphasize  the  special  lines  of  work  in  the  various  normal  schools 
instead  of  in  each  school.  For  example,  the  domestic  science  will 
be  given  at  Ypsilanti,  manual  training  at  Kalamazoo  and  agriculture 
at  Mt.  Pleasant. 

LUTHER  L.  WRIGHT, 
Superintendent  of  Public  Instrction. 
Lansing,  Michigan. 

A  somewhat  long  personal  experience  as  a  regent,  covering  a 
period  indeed  of  eight  years,  has  afforded  me  unusual  opportunities 
for  a  study  of  this  problem.  For  a  long  time  I  felt  certain  that 
separate  boards  represented  the  very  best  solution  of  the  problem. 
Later  it  seemed  to  me  that  a  single  board  would  represent  a  distinct 
advantage.  Now,  I  have  returned  to  my  former  conviction  and  feel 
that  separate  boards  can  best  serve  the  interests  of  separate  institu- 
tions. Much  has  been  said  as  to  the  evil  of  duplication  of  courses  and 
plants.  I  have  not  been  impressed  with  this  argument  at  any  time, 
and  can  see  no  good  reasoir'why  students  at  the  Agricultural  College. 
for  illustration,  should  be  deprived  of  the  opportunity  for  training  in 
engineering,  in  letters,  or  in  any  other  needed  development.  Students 
at  a  normal  school  have  an  equal  right  to  receive  in  addition  to 
special  training  for  teaching,  such  other  and  wider  training  as  will 
best  fit  them  for  the  highest  type  of  citizenship,  and  which  will  at 
the  same  time  make  of  them  better  and  more  efficient  teachers.  I 
believe  that  we  can  safely  trust  to  the  good  judgment  and  intelli- 
gence of  the  governing  bodies  of  the  several  institutions  to  guard 
against  the  needless  or  unneccessary  introduction  of  new  courses. 

Instead,  therefore,  of  definite  and  inelastic  lines  of  demarkation 
I  think  that  the  most  rational  solution  of  the  problem  of  the  interre- 
lation of  the  higher  educational  institutions  is  through  a  sub-com- 
mittee representing  each  of  the  three  boards,  clothed  with  authority 
to  approve  or  veto  any  policies  that  are  to  affect  the  activities  of  am- 
or all  of  the  institutions  concerned. 

E.  T.  FAIRCHILD, 

State  Superintendent  of  Public  Instruction. 
Topeka,  Kansas. 

In  Pennsylvania  we  have  not  found  it  advisable  either  to  put 
al]  institutions  of  higher  learning  under  one  Board  of  Control  nor 

58 


have  we  found  it  desirable  to  destroy  the  rivalry  between  different 
State  Institutions  which  aim  to  do  the  same  work.  Such  a  policy 
would  be  ill-advised  in  a  growing  state  like  North  Dakota. 

NATHAN  A.  SCHAFFER, 
State  Superintendent  of  Public  Instruction, 
Harrisburg,  Pennsylvania. 

We  have  a  State  Board  of  Education  appointed  by  the  Gov- 
ernor which  has  control  of  the  high  schools  and  general  supervision 
over  all  the  public  schools. 

Each  state  institution  has  a  board  of  supervisors  appointed  by 
the  Governor  with  full  power  to  manage  these  institutions.  The 
leading  teachers  and  citizens  of  this  state  are  convinced  that  we  are 
working  under  a  poor  system,  and  I  feel  reasonably  sure  that  this 
conviction  will  be  crystallized  into  board,  probably  elected  by  the 
people,  which  will  have  general  supervisory  power  over  all  educa- 
tional matters  of  the  state.  This  will  prevent  the  unnecessary  dupli- 
cation of  which  you  speak,  and  also  avoid  the  injection  of  politics 
at  such  times  as  the  election  of  new  state  officials. 

C.  H.  HARRIS, 

Superintendent  of  Education, 
Baton  Rogue,  Louisiana. 

Your  question  as  to  duplication  of  work  in  higher  institutions 
of  learning  and  possibility  of  dealing  successfully  with  these  diverse 
educational  interests  is  an  interesting  but  perplexing  one.  You  will 
doubtless  find  much  diversity  of  opinion  on  the  question.  Personally 
I  am  of  the  opinion  that  it  is  possible  to  err  on  the  side  of  placing 
these  institutions  under  a  single  board  of  management.  I  can  believe 
that  such  a  board  might  in  some  places  work,  for  a  time  at  least, 
very  satisfactorily,  but  as  I  see  problems  here  in  Wisconsin  (where 
a  similar  board  has  been  suggested)  it  would  appear  that  the  uni- 
versity would  be  likely  to  control  the  board  in  the  long  run.  Our 
normal  schools,  if  that  happened,  would  be  disgruntled  and  handi- 
capped. Some  of  our  people  would  like  to  have  a  state  board  of 
education,  or  something  equivalent  to  that,  possibly  say  of  five  mem- 
bers, each  receiving  say  $5,000  a  year,  to  control  all  the  public  edu- 
cational interests  of  the  state.  I  think  in  the  first  place  we  should 
thus  get  a  debating  society  and  we  should  have  about  the  same  kind 
of  efficiency  that  an  army  would  experience  under  a  group  of  gen- 
erals each  with  equal  authority.  But  all  these  commissioners  or 
board  members  could  agree  upon  would  almost  inevitably  be  the 
commonplace  and  ordinary,  anything  unique  or  out  of  the  ordinary 
would  be  likely  to  be  turned  down  by  some  members  of  the  board  and 
action  hindered  if  not  prevented.  I  have  never  felt  that  the  dupli- 
cation of  work,  except  where  the  equipment  was  very  expensive,  was 
a  very  serious  matter. 

C.  P.  GARY, 

State  Superintendent  of  Public  Instruction, 
Madison,  Wisconsin. 

59 


''There  has  been  no  disposition  in  Indiana  to  seek  to  bring  the 
two  institutions  under  one  board.  Whenever  the  matter  has  been 
mentioned  it  has  been  met  with  the  most  energetic  opposition  on  the 
part  of  the  two  institutions  and  their  friends.  We  all  felt  that  it 
would  be  a  catastrophe  were  any  such  step  to  be  taken.  There  is  a 
certain  institutional  loyalty  in  every  institution  which  permeates  its 
students,  faculty  and  friends,  this  spirit  of  loyalty  would,  in  my 
judgment,  be  effectively  destroyed  were  we  to  feel  that  we  were  all 
subject  to  the  supervision  of  one  central  board  which  had  no  special 
interest  in  any  particular  institution  more  than  in  another. 

"Wise  action  on  the  part  of  the  institutional  authorities  will 
avert  any  necessity  for  this  or  any  desire  on  the  part  of  the  people 
to  have  it.  So  far  as  my  information  goes,  the  experiments  which 
have  been  undertaken  in  Minnesota  and  also  in  Iowa  have 
worked  to  the  detriment  of  the  institutions  involved." 

PRESIDENT  W.  E.  STONE, 

Purdue  University,  Indiana. 

"There  are  two  plans  which  seem  to  meet  the  approval  of  many 
states  that  are  thinking  along  this  subject.  One  is  a  single  board 
of  regents  in  charge  of  these  three  educational  institutions.  The 
other  plan  is  the  broader  and  more  comprehensive  one ;  it  implies 
the  organization  of  a  board  of  six  men,  known  as  the  Board  of 
Education ;  three  of  these  men  to  be  the  offiical  heads  of  the  normal 
institution,  the  agricultural  college,  and  the  State  University;  the 
other  three  to  represent  the  rural  schools,  the  city  schools  and  the 
denominational  schools  of  the  state.  The  last  three  members  of  the 
educational  board  to  be  appointed  by  the  Governor  and  confirmed 
by  the  senate.  The  six  members  of  this  board  should  have  power 
to  appoint  a  superintendetit  of  education,  who  should  not  be  elected 
by  a  popular  vote.  This  man  should  be  a  first  class  man  who  should 
be  in  touch  with  the  educational  work  of  the  United  States  as  well 
as  the  entire  educational  work  of  the  state.  If  necessary,  his  salary 
should  be  made  large  enough  to  procure  the  highest  possible  talent. 

"The  Board  of  Regents  of  the  three  institutions  to  be  maintained, 
six  presiding  over  the  internal  affairs  of  each,  and  seeing  that  the 
public  funds  are  properly  used  in  their  several  institutions. 

"The  co-ordination  of  work  is  to  be  referred  to  the  general 
Board  of  Education  and  the  Superintendent,  which  would  be  the 
court  of  last  resort. 

"The  Board  of  Education  would  make  up  its  budget  for  the 
three  institutions  and  pass  the  same  to  the  legislature.  It  should 
also  have  a  general  supervision  over  the  rural  school  and  the  grade 
and  high  school  work  of  the  state.  This  should  be  a  simple  machine 
and  a  successful  one. 

HON.  SCOTT  HOPKINS, 
Board  of  Regents,  University  of  Kansas. 

"The  various  institutions  of  higher  learning  in  this  state  are 
under  separate  boards,  so  that  we  have  no  experience  in  the  plan  of 

60 


placing  these  institutions  under  a  single  board  of  management  It 
has  always  seemed  to  me,  however,  that  duplication  of  work  might 
be  prevented  and  the  running  expenses  considerably  reduced,  and 
unnecessary  rivalry  largely  eliminated  by  a  single  central  board  of 
management.  To  what  extent  such  a  plan  would  affect  the  spirit 
and  enthusiasm  of  the  institution,  the  loyalty  and  support  of  its 
alumni,  individual  initiative,  and  generous  and  stimulating  rivalry, 
I  am  not  prepared  to  say." 

J.  Y.  JOYNER, 

Superintendent  of  Public  Instruction, 
Raleigh,  N.  C. 

"We  have  found  it  desirable  to  have  a  single  board  of  manage- 
ment for  our  normal  schools.  The  only  other  higher  educational 
institution  under  the  state  government  is  the  state  college.  That  is 
under  a  separate  board  of  trustees. 

H.  C.  MORRIS, 

Superintendent  Public  Instruction, 
New  Hampshire. 


61 


vJOUU  I 


Gaylord  Bros. 

Makers 

Syracuse,  N.  Y. 
PAT.  JAN.  21,1908 


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